The moderating role of teacher-student relationships on the association between peer victimization and depression in students with intellectual disabilities

Olivier, Élizabeth; Azarnia, Parin; Morin, Alexandre J. S.; Houle, Simon A.; Dubé, Céleste; Tracey, Danielle; Maïano, Christophe

doi:10.1016/j.ridd.2020.103572

Cited by 21 publications

(18 citation statements)

References 53 publications

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“…Also, many studies have confirmed the relationship between appropriate C-T interaction and teacher support in reducing depressive symptoms (Tannous, 2018;Guo et al, 2015;Liu et al, 2015;Wang et al, 2013;Reddy et al, 2003). These results also confirm the findings of Olivier et al (2020), which showed that the C-T conflict has a positive relationship with depression, and the warmth of the C-T relationship has a negative relationship with depression.…”

Section: Discussionsupporting

confidence: 80%

Prevalence of Depression in Children with Specific Learning Disorder: The Role of Child-Parent and Child-Teacher Relationship

Ariapooran,

Narimani

2021

JLD

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Objective: This study aimed to investigate the prevalence of depression in children with a Specific Learning Disorder (SLD) and the role of the child-parent and child-teacher relationship in predicting its symptoms. Methods: The research design was a correlation. From the total number of children with SLD, 596 students were selected by census method in Brujerd, Nahavand, and Malayer cities. The level 2—Depression—Parent/Guardian of Child version, child-parent (parent version), and child-teacher (teacher version) relationship scales were used to collect the data. Pearson correlation and simultaneous multivariate regression were used to analyze the data. Results: The results showed that severe, moderate, and mild depression rates in children with SLD were 15.10%, 25.17%, and 9.90%, respectively. There was a significant negative correlation between the closeness of child-parent (mother and father) and the teacher-child relationship with depression. There was a significant positive correlation between conflict and dependence on child-parent (parent) and teacher-child relationship with depression. All dimensions of the child-parent and child-teacher relationship except the closeness child-father relationship had a significant role in predicting depression in children with SLD. Based on the results, child-parent and child-teacher interactions reduce depressive symptoms in children with SLD. Conclusion: Based on the results, child-parent and child-teacher interaction training are suggested to reduce the symptoms of depression in children with SLD.

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Section: Discussionsupporting

confidence: 80%

Prevalence of Depression in Children with Specific Learning Disorder: The Role of Child-Parent and Child-Teacher Relationship

Ariapooran,

Narimani

2021

JLD

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“…More specifically, higher quality relationships (high warmth and low conflict) with teachers helped to protect youth with ID from the negative effects of online and traditional forms of victimization (Olivier et al, 2020;Wright, 2017).…”

Section: Parent-child and Teacher-student Relationships: Their Role In Psychosocial Adjustment Among Youth With Idmentioning

confidence: 99%

Toward a Comprehensive Assessment of Relationships with Teachers and Parents for Youth with Intellectual Disabilities

Dubé

Olivier

Morin

et al. 2021

J Autism Dev Disord

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“…In other words, it is difficult for teachers to bring positive resources, such as social support, to estranged students when their emotional resources are scarce. When students perceive a bad relationship with a teacher, their interest in the subject and their learning motivation decreases, which can aggravate academic burnout [45].…”

Section: Moderating Effect Of Perceived Teacher-student Relationshipsmentioning

confidence: 99%

The Effect of Positive Perfectionism on Academic Burnout Among Middle-School Students: Mediating Role of Emotional Stability and Moderating Effect of Teacher-Student Relationships

Luo¹,

Liang²,

Jiang³

2021

IJSEDU

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Academic burnout affects various educational and psychological outcomes. Students with high levels of academic burnout have been reported to show less interest in curriculums and harms students' growth. Therefore, studying the psychological mechanism of academic burnout is helpful to alleviate academic burnout and improve students' academic performance in the future. This study aims to explore the mechanism of academic burnout from external and internal factors. Using the resource protection model and process-individual-situation-time model, this study used Self-Description Questionnaire II, Teacher-Student Relationships Scale, Maslach burnout inventory-student survey, Frost Multidimensional Perfectionism Scale to investigate the influence of positive perfectionism on middle-school students' academic burnout as well as the mediating role of emotional stability and the moderating role of perceived teacher-student relationships. The results show that (a) positive perfectionism, perceived teacher-student relationships, and emotional stability negatively predict middle-school students' academic burnout; (b) positive perfectionism indirectly affects middle-school students' academic burnout through emotional stability; and (c) perceived teacher-student relationships plays a moderating role between positive perfectionism and emotional stability and between positive perfectionism and academic burnout. Students with high positive perfectionism and a good perceived teacher-student relationships have lower rates of academic burnout than students with a poor perceived teacher-student relationships. The research results are consistent with our research hypothesis and the existing research results This study contributes to the existing literature by highlighting the differential impact of perceived teacherstudent relationships on academic burnout among students with different degrees of positive perfectionism.

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The moderating role of teacher-student relationships on the association between peer victimization and depression in students with intellectual disabilities

Cited by 21 publications

References 53 publications

Prevalence of Depression in Children with Specific Learning Disorder: The Role of Child-Parent and Child-Teacher Relationship

Prevalence of Depression in Children with Specific Learning Disorder: The Role of Child-Parent and Child-Teacher Relationship

Toward a Comprehensive Assessment of Relationships with Teachers and Parents for Youth with Intellectual Disabilities

The Effect of Positive Perfectionism on Academic Burnout Among Middle-School Students: Mediating Role of Emotional Stability and Moderating Effect of Teacher-Student Relationships

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