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The Links between Students' Relationships with Teachers, Likeability among Peers, and Bullying Victimization: The Intervening Role of Teacher Responsiveness

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Title: The Links between Students' Relationships with Teachers, Likeability among Peers, and Bullying Victimization: The Intervening Role of Teacher Responsiveness
Language: English
Authors: Longobardi, Claudio (ORCID 0000-0002-8457-6554), Ferrigno, Serena, Gullotta, Giulia, Jungert, Tomas, Thornberg, Robert, Marengo, Davide
Source: European Journal of Psychology of Education. Jun 2022 37(2):489-506.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 18
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Descriptors: Teacher Student Relationship, Peer Acceptance, Bullying, Victims, Prosocial Behavior, Teacher Role, Early Adolescents
DOI: 10.1007/s10212-021-00535-3
ISSN: 0256-2928
Abstract: 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.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1334148
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Longobardi%2C+Claudio%22">Longobardi, Claudio</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8457-6554">0000-0002-8457-6554</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ferrigno%2C+Serena%22">Ferrigno, Serena</searchLink><br /><searchLink fieldCode="AR" term="%22Gullotta%2C+Giulia%22">Gullotta, Giulia</searchLink><br /><searchLink fieldCode="AR" term="%22Jungert%2C+Tomas%22">Jungert, Tomas</searchLink><br /><searchLink fieldCode="AR" term="%22Thornberg%2C+Robert%22">Thornberg, Robert</searchLink><br /><searchLink fieldCode="AR" term="%22Marengo%2C+Davide%22">Marengo, Davide</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Psychology+of+Education%22"><i>European Journal of Psychology of Education</i></searchLink>. Jun 2022 37(2):489-506.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 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.
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