This study investigated the links between students' behavioral problems, student–teacher conflict, and students' involvement in bully, victim, and bully/victim roles in adolescence. The role of student–teacher conflict as moderator of the association between students' behavioral problems and their involvement in each bullying role was examined. Sample included 430 students from Italy (48.4% female; mean age 12.2 years; grades 6–8). Multinomial logistic regression analyses indicated that conduct problems positively predicted engagement in each bullying role, while peer-relationship problems predicted involvement in a victim role. Additionally, students experiencing higher student–teacher conflict were more likely of being victims and bully/victims, but not bullies. Finally, student–teacher conflict emerged as a moderator of the association between peer-relationship problems and both bully and victim roles, and between hyperactivity/inattention and victim role. These findings highlights the importance of considering students’ characteristics in relation to student–teacher relationship quality when investigating the factors influencing students' involvement in bullying behaviors.

Conflictual student–teacher relationship, emotional and behavioral problems, prosocial behavior, and their associations with bullies, victims, and bullies/victims

Marengo, Davide;IOTTI, NATHALIE OPHELIA;Settanni, Michele;Longobardi, Claudio
2018

Abstract

This study investigated the links between students' behavioral problems, student–teacher conflict, and students' involvement in bully, victim, and bully/victim roles in adolescence. The role of student–teacher conflict as moderator of the association between students' behavioral problems and their involvement in each bullying role was examined. Sample included 430 students from Italy (48.4% female; mean age 12.2 years; grades 6–8). Multinomial logistic regression analyses indicated that conduct problems positively predicted engagement in each bullying role, while peer-relationship problems predicted involvement in a victim role. Additionally, students experiencing higher student–teacher conflict were more likely of being victims and bully/victims, but not bullies. Finally, student–teacher conflict emerged as a moderator of the association between peer-relationship problems and both bully and victim roles, and between hyperactivity/inattention and victim role. These findings highlights the importance of considering students’ characteristics in relation to student–teacher relationship quality when investigating the factors influencing students' involvement in bullying behaviors.
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www.tandf.co.uk/journals/titles/01443410.asp
adolescent; bullying; bystander; emotional behaviors; prosocial behavior; Student–teacher relationship; Experimental and Cognitive Psychology; 3304; Developmental and Educational Psychology
Marengo, Davide; Jungert, Tomas; Iotti, Nathalie O.; Settanni, Michele*; Thornberg, Robert; Longobardi, Claudio
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/2318/1690771
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