The links between students’ relationships with teachers,likeability among peers,and bullying victimization: the intervening role of teacher responsiveness     

Longobardi  Claudio  Ferrigno  Serena  Gullotta  Giulia  Jungert  Tomas  Thornberg  Robert  Marengo  Davide 《European Journal of Psychology of Education - EJPE》2022,37(2):489-506

Highly responsive teachers tend to foster behaviors that are low in conflict and high in prosociality, among their students, leading to a positive classroom climate and to a decrease in bullying victimization. However, little is known about the interaction between teacher responsiveness and both student–teacher, and student–student relationship characteristics, in influencing students’ bullying victimization at school. Here, we examined student–teacher relationship quality and students’ likeability among peers as predictors of in-school victimization. Additionally, we investigated the moderating role of teacher responsiveness over this link. Study sample consisted of 386 early-adolescent students (55.2% female, mean age [SD] = 12.17 [0.73]) and 19 main teachers (females, n = 14). Findings indicated that students’ exposure to victimization was positively associated with student–teacher conflict and negatively associated with likeability among classroom peers. Teacher responsiveness did not show a significant direct association with bullying victimization. However, when teachers showed high responsiveness, the strength of the association between student–teacher conflict and students’ likelihood of bullying victimization was slightly increased. The present study highlights the importance of considering the role of teacher responsiveness when modeling the link between student and teacher relationship quality and in school bullying victimization.

  相似文献   

Correction to: The links between students’ relationships with teachers,likeability among peers,and bullying victimization: the intervening role of teacher responsiveness     

Longobardi  Claudio  Ferrigno  Serena  Gullotta  Giulia  Jungert  Tomas  Thornberg  Robert  Marengo  Davide 《European Journal of Psychology of Education - EJPE》2022,37(2):507-508

European Journal of Psychology of Education - A Correction to this paper has been published: https://doi.org/10.1007/s10212-021-00555-z  相似文献