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

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

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

Kustantaja: Springer Nature

Kustannuspaikka: DORDRECHT

Julkaisuvuosi: 2024

Journal: Social Psychology of Education

Tietokannassa oleva lehden nimi: SOCIAL PSYCHOLOGY OF EDUCATION

Lehden akronyymi: SOC PSYCHOL EDUC

Vuosikerta: 27

Numero: 6

Aloitussivu: 2967

Lopetussivu: 2990

Sivujen määrä: 24

ISSN: 1381-2890

eISSN: 1573-1928

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

Verkko-osoite: https://link.springer.com/article/10.1007/s11218-024-09931-1

Rinnakkaistallenteen osoite: https://research.utu.fi/converis/portal/detail/Publication/457089379

Lisätietoja: 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

Tiivistelmä

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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s11218-024-09931-1.pdf

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This work received no funding. Open access funding provided by University of Applied Sciences Upper Austria.