The Joint Effect of Peer Victimization and Conflict with Teachers on Student Engagement at the End of Elementary School

Autor/inn/en	Archambault, Isabelle; Kurdi, Vanessa; Oliver, Elizabeth; Goulet, Mélissa
Titel	The Joint Effect of Peer Victimization and Conflict with Teachers on Student Engagement at the End of Elementary School
Quelle	In: Merrill-Palmer Quarterly: Journal of Developmental Psychology, 62 (2016) 2, S. 207-232, Artikel 5Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-930X
Schlagwörter	Forschungsbericht; Peer Relationship; Victims; Conflict; Teacher Student Relationship; Student Behavior; Affective Behavior; Grade 5; Grade 6; Gender Differences; Student Participation; Elementary School Students; Foreign Countries; Longitudinal Studies; Measures (Individuals); Rating Scales; Questionnaires; Child Behavior; Behavior Problems; Screening Tests; Surveys; Likert Scales; Statistical Analysis; Maximum Likelihood Statistics; Strengths and Difficulties Questionnaire; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Victim; Opfer; Konflikt; Teacher student relationships; Lehrer-Schüler-Beziehung; Student behaviour; Schülerverhalten; Affective disturbance; Active behaviour; Affektive Störung; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Geschlechterkonflikt; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Messdaten; Rating-Skala; Fragebogen; Screening-Verfahren; Survey; Umfrage; Befragung; Likert-Skala; Statistische Analyse
Abstract	The present study examined the unique and joint effects of peer victimization and conflicts with teachers on student behavioral and affective engagement across the school year among a sample of 333 fifth- and sixth-grade students. Results first showed that peer victimization was not a significant predictor of students' affective engagement, whereas conflicts with teachers were negatively associated with this outcome, but for girls only. Moreover, experiencing contentious relationships with teachers did not play a moderating role in the association between victimization and the affective dimension of engagement. However, conflictual relationships with teachers did moderate the link between boys' victimization and the behavioral dimension of engagement such that greater behavioral adjustment was evidenced by boys who had low levels of peer victimization only if they also reported low levels of conflict with the teacher. Sensitizing teachers to this reality and encouraging them to modify their demeanor with vulnerable children who pass under their radar remains a productive focus of intervention. (As Provided).
Anmerkungen	Wayne State University Press. The Leonard N. Simons Building, 4809 Woodward Avenue, Detroit, MI 48201-1309. Tel: 800-978-7323; Fax: 313-577-6131; Web site: http://wsupress.wayne.edu/journals/merrill/merrillj.html
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01