The links between students’ relationships with teachers, likeability among peers, and bullying victimization: the intervening role of teacher responsiveness

Abstract

Highly responsive teachers tend to foster behaviors that are low in conflict and high in prosociality, among their students, leading to a positive classroom climate and to a decrease in bullying victimization. However, little is known about the interaction between teacher responsiveness and both student–teacher, and student–student relationship characteristics, in influencing students’ bullying victimization at school. Here, we examined student–teacher relationship quality and students’ likeability among peers as predictors of in-school victimization. Additionally, we investigated the moderating role of teacher responsiveness over this link. Study sample consisted of 386 early-adolescent students (55.2% female, mean age [SD] = 12.17 [0.73]) and 19 main teachers (females, n = 14). Findings indicated that students’ exposure to victimization was positively associated with student–teacher conflict and negatively associated with likeability among classroom peers. Teacher responsiveness did not show a significant direct association with bullying victimization. However, when teachers showed high responsiveness, the strength of the association between student–teacher conflict and students’ likelihood of bullying victimization was slightly increased. The present study highlights the importance of considering the role of teacher responsiveness when modeling the link between student and teacher relationship quality and in school bullying victimization.

Social Media Addiction and Aggressive Behaviors in Early Adolescents: The Mediating Role of Nighttime Social Media Use and Sleep Quality

“…However, it is possible that the deficits in social skills often exhibited by adolescents with SMA may also recur in the online environment and negatively affect the quality of interactions online, which impacts their feelings of loneliness and psychological distress (Dredge & Schreurs, 2020). Furthermore, constant use of social media may increase the risk of victimization (Longobardi et al, 2020(Longobardi et al, , 2021(Longobardi et al, , 2022 and fuel feelings of frustration and envy through constant social comparisons (Radovic et al, 2017). In this sense, the online environment may increase psychological stress and frustration among adolescents and eventually contributes to an increased risk of aggressive behaviors.…”

Teacher–student relationships and peer victimization among Chinese children: The roles of peer status and gender

“…For example, Serdiouk et al (2016) used data from 1700 elementary school students in the United States and found that children with more teacher-student closeness reported lower levels of peer victimization. Based on a sample of 386 early-adolescent students from Italy, Longobardi et al (2021) found that teacher-student conflict was associated with an increased risk of peer victimization. Therefore, the direction of the associations between teacher-student relationships and peer victimization in China is similar to that in the West.…”

Examining the Reciprocity in Dyadic Teacher-Child Relationships: One-With-Many Multilevel Design

“…According to Pianta and Allen (2008), a positive teacher-student relationship "is the single most important ingredient in promoting youth development" (24). Research findings showed that teacher-student relationships contribute considerably to students' academic, social, and emotional development during the preschool years (Mashburn et al, 2008;Roorda et al, 2011;Brock and Curby, 2014;Longobardi et al, 2021). Prior research suggest that supportive relationships also influence the students' long-term behavioral outcomes (Hamre and Pianta, 2001;Roorda et al, 2014).…”