Social comparison, competition and teacher–student relationships in junior high school classrooms predicts bullying and victimization^☆

Abstract

This cross-sectional research examines how social comparison, competition and teacher estudent relationships as classroom characteristics are associated with bullying and victimization among junior high school students in grades 7 and 8 in Canada. The study tests a conceptual model of youth outcomes that highlights the importance of modeling the effects of teaching practices as proximal structural conditions at the classroom level (N ¼ 38) that affect bullying outcomes at the individual level (N ¼ 687). Results of Hierarchal linear modeling (HLM) revealed significant classroom-level effects in that increased social comparison, competition and teacherestudent relationships were related to bullying and victimization. An interaction for teacherestudent relationships and gender also emerged. These findings may guide future intervention programs for junior high schools that focus on enhancing cooperation and pro-social behavior in classrooms. The findings could also inform programs that focus on building strong relationships between students and teachers to help prevent bullying and victimization, particularly among boys.

Teaching Practices, School Support and Bullying

“…Also decreases the risk of students being involved in bullying situations. Past and emerging studies (Di Stasio, Savage, & Burgos, 2016, Flaspholer et al, 2009, McNeely & Falci, 2004, Natvig, Albrektsen, & Qvarnstrom, 2001 suggest that when students feel protected by teachers and can talk to them about their problems, they feel empowered. Therefore, those factors seem to decrease the probability of being victimized.…”

School Factors Affecting Estonian Students’ Subjective Well-Being at the Basic School

“…on the basis of their school engagement (Kindermann, 2007). This research does not discuss the backgrounds of bullying behaviour, but there seems to be an important connection with a study by Di Stasio et al (2016), which indicates that at the middle adolescent age, bullying behaviour at school is more related to relationships outside the classroom. This may also explain the results showing higher main effect of the well-being group in the case of the relationship with other students, while the pro-social behaviour of classmates remained a less important factor and differentiator of well-being groups.…”

“…Also, relationships with "other important" adults like e.g. teachers gain importance, because at that stage of development, adolescents try to distance themselves from their parents (Di Stasio, Savage & Burgos, 2016).…”

Doživljanje nasilja v mladostništvu: vloga odnosov z vrstniki, odnosov z učitelji ter čustvenih in socialnih kompetenc

“…Učitelji imajo ključno vlogo pri ustvarjanju podpornega in spodbudnega šolskega okolja z vzpostavljanjem dobrih odnosov z učenci, vodenjem razreda in s predstavljanjem pozitivnega vzgleda za učence (Di Stasio, Savage in Burgos, 2016). Odnosi med učenci in učitelji vplivajo na razvoj socialnih spretnosti učencev, učno zavzetost, pozitiven odnos učencev do šole (Hamre in Pianta, 2005) in so povezani z višjo sprejetostjo s strani vrstnikov ter z nižjo stopnjo pozunanjenih težav učencev (Troop-Gordon in Kopp, 2011).…”