Students as victims of bullying by teachers : Longitudinal antecedents and consequences - UTU Research Portal

A1 Refereed original research article in a scientific journal

Students as victims of bullying by teachers : Longitudinal antecedents and consequences

Authors: Strohmeier, Dagmar; Trach, Jessica; Chavez, Daniela; Urso, Giulio

Publisher: Springer Nature

Publishing place: DORDRECHT

Publication year: 2024

Journal: Social Psychology of Education

Journal name in source: SOCIAL PSYCHOLOGY OF EDUCATION

Journal acronym: SOC PSYCHOL EDUC

Volume: 27

Issue: 6

First page : 2967

Last page: 2990

Number of pages: 24

ISSN: 1381-2890

eISSN: 1573-1928

DOI: https://doi.org/10.1007/s11218-024-09931-1

Web address : https://link.springer.com/article/10.1007/s11218-024-09931-1

Self-archived copy’s web address: https://research.utu.fi/converis/portal/detail/Publication/457089379

Additional information: Correction to this article (Published: 19 July 2024): https://link.springer.com/article/10.1007/s11218-024-09946-8 ; DOI: 10.1007/s11218-024-09946-8

Abstract

The longitudinal associations of bullying by teachers with (a) social and academic student characteristics, (b) supportive relationships with peers and adults, and (c) the school context were investigated. Three waves of data were collected over two years among 630 adolescents in Austria (50% girls; 78.8% non-immigrants; mean age = 12.52 years, SD = 0.67). Controlling for the nested data structure at class level, a series of cross lagged panel models controlling for gender, immigrant status, and age were conducted. Social student characteristics (e.g., high levels of peer victimization and high levels of peer bullying) were concurrent, but not longitudinal risk factors for being bullied by teachers. Academic student characteristics (e.g., low levels of school motivation and low levels of learning interest) were longitudinal risk factors for being bullied by teachers, but high levels of supportive peer relationships and high levels of school bonding were longitudinal protective factors. Low levels of perceived support from adults were both an antecedent and a consequence of teacher bullying. Bullying by teachers should be integrated into bullying prevention programs.

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Funding information in the publication:
This work received no funding. Open access funding provided by University of Applied Sciences Upper Austria.