Peer Aggression and Conflictual Teacher-Student Relationships: A Meta-Analysis

Krause, Amanda; Smith, Jennifer

doi:10.1007/s12310-021-09483-1

Cited by 17 publications

(18 citation statements)

References 58 publications

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“…The prior literature indicated that teacher-student relationships as a developmental asset from school was helpful in reducing the rise of teenage bullying (43)(44)(45). Conversely, conflictual teacher-student relationships exhibited significantly adverse effects on both bullying and victimization (46). Meanwhile, positive school belonging and school connectedness have played significant roles in avoiding bullying and aggressive behavior among adolescents (47)(48)(49).…”

Section: School Assets and Adolescent Bullyingmentioning

confidence: 99%

School assets and bullying in Chinese youth: A multiple mediation model of intentional self-regulation and internet gaming disorder

et al. 2022

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Bullying is a severe social problem affecting young people all over the world. Previous studies suggested that engagement in bullying had massive effects on teenagers’ physical and psychological development. It is critical and necessary to investigate the antecedents and underlying mechanisms of this phenomenon among young generations. The present study, based on the positive youth development perspective and the developmental assets theory, attempts to explore the positive factors in the school subsystem that could effectively prevent adolescents from bullying, as well as the multiple mediation effects of intentional self-regulation (ISR) and internet gaming disorder (IGD). In this study, we adopted a two-wave design and recruited a sample of 768 Chinese adolescents using a randomized cluster sampling method in the post-pandemic era. The results revealed that T1 school assets significantly and negatively predicted T2 adolescent bullying. Furthermore, T2 ISR and T2 IGD mediated the association between T1 school assets and T2 bullying separately and sequentially. Overall, school resources play a protective role in adolescent development and could effectively prevent them from negative outcomes. These current findings contribute to the literature by providing a further understanding of the direct and indirect protective effects of school assets on adolescent bullying. Moreover, practitioners could also benefit from these findings in preventing and intervening in bullying in the school subsystem.

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Section: School Assets and Adolescent Bullyingmentioning

confidence: 99%

School assets and bullying in Chinese youth: A multiple mediation model of intentional self-regulation and internet gaming disorder

et al. 2022

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“…As expected in Hypothesis 1, teacher preference negatively predicted adolescents' aggressive behavior, which suggests that a harmful effect exists in the negative relationship between teachers and students. One explanation for this phenomenon is that once teachers develop negative feelings toward students and display them explicitly or implicitly, it can induce hostility among students toward teachers or make them seek teachers' attention via impermissible behavior, further increasing the likelihood of students' engagement in aggressive behavior (Krause & Smith, 2022; Zioni‐Koren et al, 2022). Conversely, adolescents who are recognized by their peers as being liked by their teachers would show better school adjustment and norm‐compliant behavior, which is also in line with previous research (Davis & Lease, 2007).…”

Section: Discussionmentioning

confidence: 99%

Is teacher preference associated with aggressive behavior among Chinese adolescents: The mediating role of peer rejection and rejection sensitivity

Gao

Xiong

et al. 2023

Aggressive Behavior

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Few studies have explored the potential impact of teacher preferences on students' peer relationships and their broader psycho‐behavioral growth from the perspective of classroom peer ecology. To remedy this research gap, this study hypothesized and tested a serial mediation model in which teacher preference is related to adolescents' aggressive behavior via the indirect paths of forming peer rejection and shaping rejection sensitivity. Using a longitudinal design, two‐wave data were obtained from 2270 Chinese adolescents (initial age = 13.93 ± 0.59, 50.7% boys) over 6 months. The results revealed that teacher preference was negatively associated with aggressive behavior in adolescents, and the mediation model indicated peer rejection and rejection sensitivity served as serial mediators between this link. Additionally, the current study examined the unique affiliations of anxiety and anger about rejection with aggressive behavior respectively, with results supporting them as distinct constructs and highlighting the significance of research integrating both forms of rejection sensitivity. Differences were also identified regarding the role of anxious rejection sensitivity in predicting proactive and reactive aggressive behaviors. The educational implications of these findings and directions for forthcoming research were discussed.

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“…Teacher-student relationships, and, in its most problematic aspect, aggressions toward educators by students or their families seem to be of great importance (Aloe et al, 2014;Krause and Smith, 2022).…”

Section: Discussionmentioning

confidence: 99%

“…Until recently, student aggression toward teachers have not been sufficiently studied (Tiesman et al, 2014;Berg and Cornell, 2016), and has focused mainly on aggression among pupils. The conflict between teachers and students and, more recently, aggression in education, have been the object of analysis in relation to professional burnout (Krause and Smith, 2022). Aloe et al (2014) made a contribution to the literature by conducting a multivariate meta-analysis aimed at exploring the relationship between student misbehavior and the dimensions of burnout.…”

Section: Introductionmentioning

confidence: 99%

“…Having experienced at least one physical aggression during one course increased the probability of seeing work as stressful up to twice as much, and entailed 2.4 more probability of not being satisfied with their work. In addition, those who had been physically assaulted were almost 11 times more likely to present intention to quit their jobs (Krause and Smith, 2022).…”

Section: Introductionmentioning

confidence: 99%

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The role of aggression and maladjustment in the teacher-student relationship on burnout in secondary school teachers

et al. 2022

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IntroductionMultiple studies have examined the individual and socio-demographic variables that can contribute to the development of burnout in teachers. Although the evidence supports that this syndrome is generated through the interaction between the aspects of the organization and those of the person, little attention has been spent on the impact of the teacher-student relationship adjustment and, especially, on the role of violence exercised by students or their families toward secondary school teachers, who seem to be more vulnerable than teaching professionals in general.ObjectiveTo analyze the role of the possible mismatch in the student-teacher relationship, as well as, the physical and verbal violence toward teachers from pupils or their parents, on the professional wear of high school educators.Materials and methodsA cross-sectional study was carried out on a teacher sample (n = 677) in Aragón, Spain, through a questionnaire with socio-demographic data; the “Maslach Burnout Inventory” (MBI), “Areas of Worklife Scale,” the “Fears and Rejection in Education Questionnaire” (FREQ), and a list of the possible aggressions received in the development of the teaching activity.ResultsWhile 3.8% of teachers have been a victim of physical attacks, 34.9% have suffered verbal abuse at least once. Although physical violence is extremely rare (and low intensity), verbal victimization or threats are associated with burnout in a highly significant manner, which confirms previous findings about school violence and burnout. Also, FEAR and REJECTION dimensions, defined as discomfort, tension, anxiety, and pressure caused by pupils, which contributed considerably on two dimensions of burnout (emotional exhaustion and cynicism). Different covariates such as maladjustment in the teacher-pupil relationship, violence experienced at work, and complaints received explain the 56.4% variance of exhaustion, 48.8% variance in cynicism, and 35.5% for efficacy.ConclusionVery different variables can contribute to the development of burnout syndrome, both personal, and organizational variables. Therefore, when designing prevention programs in each work environment, the possible areas of risk and the interactions between them must be considered.

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Peer Aggression and Conflictual Teacher-Student Relationships: A Meta-Analysis

Cited by 17 publications

References 58 publications

School assets and bullying in Chinese youth: A multiple mediation model of intentional self-regulation and internet gaming disorder

School assets and bullying in Chinese youth: A multiple mediation model of intentional self-regulation and internet gaming disorder

Is teacher preference associated with aggressive behavior among Chinese adolescents: The mediating role of peer rejection and rejection sensitivity

The role of aggression and maladjustment in the teacher-student relationship on burnout in secondary school teachers

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