Teacher abuse, school burnout and school attachment as predictors of adolescents’ risky behaviors

Abstract

The aim of this study is to determine the predictive level of teacher abuse, school burnout and school attachment for risky behaviors in adolescents, and to examine risky behaviors according to some demographic variables. Relational survey model was employed in the study. The study group consisted of 446 adolescents with an average age of 15.49 years studying in secondary schools. Personal information form, Risky Behaviors Scale, Teacher Emotional Abuse Scale, School Burnout Scale and School Attachment Scale for Adolescents were used to obtain demographic information about students. As for data analysis, Pearson's Correlation Coefficient Analysis, Multiple Linear Regression Analysis, Independent Samples t-Test and One-Way Variance Analysis were employed. As a result, it was found that teacher abuse and school burnout predicted adolescents’ risky behaviors in a positively significant direction whereas school attachment predicted adolescents’ risky behaviors in a negatively significant direction. It was revealed that the score averages taken from the total and sub-dimensions of risky behaviors differed significantly according to gender, grade level, academic average, perceived socioeconomic level and family structure variables. In addition, it was determined that suicidal tendencies did not differ based on gender, academic average and class level; antisocial behaviors and school dropout did not significantly differ according to the grade level.

A Systematic Review of the Prevalence and Correlates of Emotional Violence by Teachers

“…For instance, verbal abuse by the teacher during childhood longitudinally predicted lower self-perceived scholastic competence in adolescence and lower academic achievement for adolescents with low levels of attention problems during childhood (Brendgen et al, 2006) and it decreased the odds of having a high school diploma by the age of 23 for girls (Brendgen et al, 2007). In cross-sectional studies, experiencing emotional violence by teachers was related to lower academic adjustment including grades (Baier et al, 2019), school engagement (Savi Çakar & Uzun, 2021) as well as a higher intention to leave school and lower teacher-rated academic potential (Delfabbro et al, 2006).…”

“…Similarly, teachers’ higher use of verbal and non-verbal reprimands in second grade as assessed through observations predicted a higher increase of peer- and teacher-reported relational aggression of students over the following 3 years (Weyns et al, 2017). Moreover, cross-sectional studies from different cultural settings consistently reported links between emotional violence and more externalizing problems including conduct (Nearchou, 2018; Nkuba et al, 2018a; Pottinger & Stair, 2009) and attention problems (Nearchou, 2018; Nkuba et al, 2018a), aggressive behavior (Kassis et al, 2013; Nkuba et al, 2019) as well as antisocial (Hassandra et al, 2007), risky (Brendgen et al, 2007; Savi Çakar & Uzun, 2021) and delinquent behavior (Martínez-Ferrer & Stattin, 2017; Moon et al, 2009; Moon & Morash, 2013; Nkuba et al, 2019). A few cross-sectional studies considered other mental disorders and found that the exposure to emotional violence by teachers was positively related to posttraumatic stress symptoms (Pottinger & Stair, 2009), personality disorder (Monsvold et al, 2011), suicidality (Lin et al, 2020), substance abuse (Delfabbro et al, 2006), and internet gaming disorder (X.…”

Problem-Focused Coping and Teacher Emotional Violence: A Serial Mediation Analysis

“…Previous studies suggest that increased experiences of emotional violence are associated with higher prevalence of mental health problems, such as somatization, depression, and posttraumatic stress disorder (Baier et al, 2019; Devries et al, 2014; Mistry et al, 2018; Pottinger & Stair, 2009) and developmental difficulties including low academic performance, risky behaviors, and delinquency (Kızıltepe et al, 2020; Nkuba et al, 2019; Savi Çakar & Uzun, 2021). Brendgen et al (2006) found that students exposed to emotional violence by teachers were at higher risk for delinquent behavior and academic problems in early adolescence.…”

School Burnout in Secondary and High School Students

“…These studies concentrated on the association between school burnout and academic achievement or academic well-being (Çam & Ögülmüs, 2021;Gabola et al, 2021;Güler & Bedel, 2022, Güngör ,2019Martos Martínez et al, 2021;Özhan & Yüksel, 2021;Parviainen et al, 2021;Rimpelä et al, 2020;Savi Cakar & Uzun, 2021;Teuber et al, 2021;Tomaszek & Muchacka-Cymerman, 2020;Widlund et al, 2020;Yildirim & Koçak, 2022).…”