Bullying Involvement, Teacher-Student Relationships, and Psychosocial Outcomes

Autor/inn/en	Huang, Francis L.; Lewis, Crystal; Cohen, Daniel R.; Prewett, Sara; Herman, Keith
Titel	Bullying Involvement, Teacher-Student Relationships, and Psychosocial Outcomes
Quelle	In: School Psychology Quarterly, 33 (2018) 2, S.223-234 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huang, Francis L.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/spq0000249
Schlagwörter	Bullying; Teacher Student Relationship; Mental Health; Psychological Patterns; Middle School Students; Secondary School Teachers; Regression (Statistics); Depression (Psychology); Attention Control; Emotional Problems; Behavior Problems; Risk; Victims; Rating Scales; Check Lists; Randomized Controlled Trials; Observation; Statistical Analysis; Missouri + Suchen Sie Ihr Suchwort? Mobbing; Teacher student relationships; Lehrer-Schüler-Beziehung; Psychohygiene; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Regression; Regressionsanalyse; Aufmerksamkeitstest; Risiko; Victim; Opfer; Rating-Skala; Checkliste; Beobachtung; Statistische Analyse
Abstract	Students involved in bullying experience mental health issues and negative psychosocial outcomes. Few studies have investigated how teacher-student relationships (TSRs) may buffer the negative outcomes experienced by students involved in bullying. To investigate the moderating role of TSRs with bullying involvement status and psychosocial outcomes, we used data from 691 middle school students, 85 teachers, and 6 schools in one urban district. We used both student- and teacher-reported outcomes and regression models included baseline measures (i.e., depression, concentration problems, emotional regulation problems, behavioral engagement) taken 8 months earlier. Regardless of bullying involvement, student-reported TSR had a beneficial association for all outcomes controlling for baseline measures and student demographic variables. However, bully/victims with low TSRs experienced a heightened risk for depressive symptoms suggesting increased attention to this subgroup of students. Impact and Implications: Although teacher-student relationships (TSRs) have shown a beneficial relationship with various academic outcomes, improved TSRs are also associated with a reduction in problematic psychosocial outcomes for students. However, student-reported TSRs may also vary by a student's bullying involvement with bullies having poorer relationships with their teachers. Bully victims with low TSRs experience an increased risk of depression and warrant further attention. Given the variability of how much training teachers receive on the provision of social support for students (Pavri, 2004), administrators and school psychologists should consider coordinated efforts that foster a school culture that supports the importance of TSRs. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01