Testing how teachers' self-efficacy and student-teacher relationships moderate the association between bullying, victimization, and student self-esteem.

Saved in:

Bibliographic Details
Title:	Testing how teachers' self-efficacy and student-teacher relationships moderate the association between bullying, victimization, and student self-esteem.
Authors:	van Aalst, Danelien A.E.¹ (AUTHOR) d.a.e.van.aalst@rug.nl, Huitsing, Gijs¹ (AUTHOR), Mainhard, Tim² (AUTHOR), Cillessen, Antonius H.N.³ (AUTHOR), Veenstra, René¹ (AUTHOR)
Source:	European Journal of Developmental Psychology. Nov2021, Vol. 18 Issue 6, p928-947. 20p.
Subject Terms:	Teacher-student relationships, Self-esteem, Self-efficacy in teachers, School bullying, Peer relations, Bullying
Abstract:	This study investigated how teachers' self-efficacy for intervening in social dynamics and teacher-student relationships directly impact students' self-esteem, and indirectly buffer the negative association between both bullying and victimization and students' self-esteem. Teachers play a key role in shaping the peer relations in the classroom, and they might also be able to lessen the negative impact of bullying and victimization on students' self-esteem. Multilevel regression analysis on a sample of 59 Dutch teachers and 1,490 of their 5th grade students indicated that student-reported bullying and victimization were negatively related to students' self-reported self-esteem. Better student-perceived student-teacher relationships were related to higher self-esteem for all students, with additional increases in self-esteem for victims but decreases in the self-esteem of bullies. Teacher-reported self-efficacy was only related to lower self-esteem in bullies. Implications of these results and suggestions for further research are discussed. [ABSTRACT FROM AUTHOR]
	Copyright of European Journal of Developmental Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	This study investigated how teachers' self-efficacy for intervening in social dynamics and teacher-student relationships directly impact students' self-esteem, and indirectly buffer the negative association between both bullying and victimization and students' self-esteem. Teachers play a key role in shaping the peer relations in the classroom, and they might also be able to lessen the negative impact of bullying and victimization on students' self-esteem. Multilevel regression analysis on a sample of 59 Dutch teachers and 1,490 of their 5th grade students indicated that student-reported bullying and victimization were negatively related to students' self-reported self-esteem. Better student-perceived student-teacher relationships were related to higher self-esteem for all students, with additional increases in self-esteem for victims but decreases in the self-esteem of bullies. Teacher-reported self-efficacy was only related to lower self-esteem in bullies. Implications of these results and suggestions for further research are discussed. [ABSTRACT FROM AUTHOR]
ISSN:	17405629
DOI:	10.1080/17405629.2021.1912728