Skip to main content
SpringerLink
Log in

The Unique and Interactive Contributions of Peer Victimization and Teacher-Child Relationships to Children’s School Adjustment

  • Published:
Journal of Abnormal Child Psychology Aims and scope Submit manuscript

Abstract

The present study tested whether a close relationship with the teacher would reduce, or a conflictual relationship would amplify, links between peer victimization and school maladjustment. Data on 352 3rd- and 4th-grade children (166 boys; 186 girls) were collected over a two-year period. Teachers provided data on their relationships with students and students’ academic performance. Children completed measures assessing peer victimization and school liking. Latent growth curve analyses revealed that at high levels of peer victimization declines in school liking were reduced when student shared a close, low conflict, relationship with their teacher. Furthermore, a combination of peer victimization and poor teacher-child relationship quality predicted trajectories of sustained, low academic performance. These findings highlight the benefits of a close relationship with the teacher for victimized children and the cumulative impact stress within peer- and teacher-relationships can have on students.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Appleyard, K., Egeland, B., van Dulmen, M. H. M., & Sroufe, L. A. (2005). When more is not better: the role of cumulative risk in child behavior outcomes. Journal of Child Psychology and Psychiatry, 46, 235–245.

    Article  PubMed  Google Scholar 

  • Arbeau, K. A., Coplan, R. J., & Weeks, M. (2010). Shyness, teacher-child relationships, and socio-emotional adjustment in grade 1. International Journal of Behavioral Development, 34, 259–269.

    Article  Google Scholar 

  • Baker, J. A. (2006). Contributions of teacher-child relationships to positive school adjustment during elementary school. Journal of School Psychology, 44, 211–229.

    Article  Google Scholar 

  • Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107, 238–246.

    Article  PubMed  Google Scholar 

  • Bentler, P. M. (1995). EQS structural equations program manual. Encino: Multivariate Software.

    Google Scholar 

  • Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationship and children’s early school adjustment. Journal of School Psychology, 35, 61–79.

    Article  Google Scholar 

  • Boivin, M., Petitclerc, A., Feng, B., & Barker, E. D. (2010). The developmental trajectories of peer victimization in middle to late childhood and the changing nature of their behavioral consequences. Merrill-Palmer Quarterly, 56, 231–260.

    Article  Google Scholar 

  • Bollmer, J. M., Harris, M. J., & Milich, R. (2006). Reactions to bullying and peer victimization: narratives, physiological arousal, and personality. Journal of Research in Personality, 40, 803–828.

    Article  Google Scholar 

  • Bollen, K. A., & Curran, P. J. (2006). Latent curve models. New York: Wiley.

    Google Scholar 

  • Bonanno, R. A., & Hymel, S. (2010). Beyond hurt feelings: investigating why some victims of bullying are at greater risk for suicidal ideation. Merrill-Palmer Quarterly, 56, 420–440.

    Article  Google Scholar 

  • Boulton, M. J. (1997). Teachers’ views on bullying: definitions, attitudes and ability to cope. British Journal of Educational Psychology, 67, 223–233.

    Article  PubMed  Google Scholar 

  • Boulton, M. J., Chau, C., Whitehand, C., Amataya, K., & Murray, L. (2009). Concurrent and short-term longitudinal associations between peer victimization and school and recess liking during middle childhood. British Journal of Educational Psychology, 79, 207–221.

    Article  PubMed  Google Scholar 

  • Boulton, M. J., Don, J., & Boulton, L. (2011). Predicting children’s liking of school from their peer relationships. Social Psychology of Education, 14, 489–501.

    Article  Google Scholar 

  • Boulton, M. J., Smith, P. K., & Cowie, H. (2010). Short-term longitudinal relationships between children’s peer victimization/bullying experiences and self-perceptions: evidence for reciprocity. School Psychology International, 31, 296–311.

    Article  Google Scholar 

  • Buhs, E. S., & Ladd, G. W. (2001). Peer rejection as antecedent of young children’s school adjustment: an examination of mediating processes. Developmental Psychology, 37, 550–560.

    Article  PubMed  Google Scholar 

  • Buhs, E. S., Ladd, G. W., & Herald, S. L. (2006). Peer exclusion and victimization: processes that mediate the relation between peer group rejection and children’s classroom engagement and achievement? Journal of Educational Psychology, 98, 1–13.

    Article  Google Scholar 

  • Cohen, S., & McKay, G. (1984). Social support, stress and the buffering hypothesis: A theoretical analysis. In A. Baum, S. E. Taylor, & J. E. Singer (Eds.), Handbook of psychology and health (pp. 253–267). Hillsdale: Lawrence Erlbaum.

    Google Scholar 

  • Cohen, S., Underwood, L. G., & Gottlieb, B. H. (2000). Social support measurement and intervention: A guide for health and social scientists. New York: Oxford University Press.

    Google Scholar 

  • Compas, B. E. (1987). Coping with stress during childhood and adolescence. Psychological Bulletin, 101, 393–403.

    Article  PubMed  Google Scholar 

  • Darwich, L., Hymel, S., & Waterhouse, T. (2012). School avoidance and substance use among lesbian, gay, bisexual, and questioning youths: the impact of peer victimization and adult support. Journal of Educational Psychology, 104, 381–392.

    Article  Google Scholar 

  • Davidson, L. M., & Demaray, M. K. (2007). Social support as a moderator between victimization and internalizing-externalizing distress from bullying. School Psychology Review, 36, 383–405.

    Google Scholar 

  • Eccles, J. S., & Midgley, C. (1989). Stage-environment fit: Developmentally appropriate classrooms for young adolescents. In C. Ames & R. Ames (Eds.), Research on motivation in education: Goals and cognitions, Vol. 3 (pp. 13–44). New York: Academic.

    Google Scholar 

  • Entwisle, D. R., & Hayduk, L. A. (1988). Lasting effects of elementary school. Sociology of Education, 61, 147–159.

    Article  Google Scholar 

  • Graham, S., & Juvonen, J. (1998). Self-blame and peer victimization in middle school: an attributional analysis. Developmental Psychology, 34, 587–599.

    Article  PubMed  Google Scholar 

  • Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, K. L. (2004). Predicting high school students’ cognitive engagement and achievement: contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29, 462–482.

    Article  Google Scholar 

  • Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72, 625–638.

    Article  PubMed  Google Scholar 

  • Hamre, B. K., & Pianta, R. C. (2006). Student-teacher relationships. In G. G. Bear (Ed.), Children’s needs III: Development, prevention, and intervention (pp. 59–71). Washington, DC: National Association of School Psychologists.

    Google Scholar 

  • Harter, S. (1981). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: motivational and informational components. Developmental Psychology, 17, 300–312.

    Article  Google Scholar 

  • Hodges, E. V. E., & Perry, D. G. (1999). Personal and interpersonal antecedents and consequences of victimization by peers. Journal of Personality and Social Psychology, 76, 677–685.

    Article  PubMed  Google Scholar 

  • Hoglund, W. L. G. (2007). School functioning in early adolescence: gender-linked responses to peer victimization. Journal of Educational Psychology, 99, 683–699.

    Article  Google Scholar 

  • Hughes, J. N. (2011). Longitudinal effects of teacher and student perceptions of teacher-student relationship qualities on academic adjustment. The Elementary School Journal, 112, 38–60.

    Article  PubMed  Google Scholar 

  • Ibarra-Rovillard, M. S., & Kuiper, N. A. (2011). Social support and social negativity findings in depression: perceived responsiveness to basic psychological needs. Clinical Psychology Review, 31, 342–352.

    Article  PubMed  Google Scholar 

  • Iyer, R. V., Kochenderfer-Ladd, B., Eisenberg, N., & Thompson, M. (2010). Peer victimization and effortful control: relations to school engagement and academic achievement. Merrill-Palmer Quarterly, 56, 361–387.

    Article  PubMed  Google Scholar 

  • Kochenderfer, B. J., & Ladd, G. W. (1997). Victimized children’s responses to peers’ aggression: behaviors associated with reduced versus continued victimization. Development and Psychopathology, 9, 59–73.

    Article  PubMed  Google Scholar 

  • Koomen, H. M. Y., Verschueren, K., van Schooten, E., Jak, S., & Pianta, R. C. (2012). Validating the Student-Teacher Relationship Scale: testing factor structure and measurement invariance across child gender and age in a Dutch sample. Journal of School Psychology, 50, 215–234.

    Article  PubMed  Google Scholar 

  • Ladd, G. W., & Kochenderfer-Ladd, B. (2002). Identifying victims of peer aggression from early to middle childhood: analysis of cross-informant data for concordance, estimation of relational adjustment, prevalence of victimization, and characteristics of identified victims. Psychological Assessment, 14, 74–96.

    Article  PubMed  Google Scholar 

  • Ladd, G. W., & Price, J. M. (1987). Predicting children’s social and school adjustment following the transition from preschool to kindergarten. Child Development, 58, 1168–1189.

    Article  Google Scholar 

  • Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: age differences and academic correlates. Journal of Educational Psychology, 97, 184–196.

    Article  Google Scholar 

  • Lynch, M., & Cicchetti, D. (1997). Children’s relationships with adults and peers: an examination of elementary and junior high school students. Journal of School Psychology, 35, 81–99.

    Article  Google Scholar 

  • Ma, L., Phelps, E., Lerner, J. V., & Lerner, R. M. (2009). The development of academic competence among adolescents who bully and who are bullied. Journal of Applied Developmental Psychology, 30, 628–644.

    Article  Google Scholar 

  • Meece, J. L., Anderman, E. M., & Anderman, L. H. (2006). Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology, 57, 487–503.

    Article  PubMed  Google Scholar 

  • Muthen, L. K., & Muthen, B. O. (2007). Mplus user’s guide (5th ed.). Los Angeles, CA: Authors

  • Nakamoto, J., & Schwartz, D. (2010). Is peer victimization associated with academic achievement? A meta-analytic review. Social Development, 19, 221–242.

    Article  Google Scholar 

  • Nakamoto, J., & Schwartz, D. (2011). The association between peer victimization and functioning at school among Latino children. Journal of Applied Developmental Psychology, 32, 89–97.

    Article  Google Scholar 

  • Nickerson, A. B., & Nagle, R. J. (2005). Parent and peer attachment in late childhood and early adolescence. The Journal of Early Adolescence, 25, 223–249.

    Article  Google Scholar 

  • Pianta, R. C., & Steinberg, M. (1992). Teacher-child relationships and the process of adjusting to school. In W. Damon & R. C. Pianta (Eds.), New directions for child development: Vol. 57, Beyond the parent: The role of others adults in children’s lives (pp. 61–80). San Francisco: Jossey-Bass.

    Google Scholar 

  • Pianta, R. C., Steinberg, M. S., & Rollins, K. B. (1995). The first two years of school: teacher-child relationships and deflections in children’s classroom adjustment. Developmental and Psychopathology, 7, 295–312.

    Article  Google Scholar 

  • Pianta, R., & Stuhlman, M. (2004). Teacher-child relationships and children’s success in the first years of school. School Psychology Review, 33, 444–458.

    Google Scholar 

  • Rudolph, K. D., Troop-Gordon, W., & Flynn, M. (2009). Relational victimization predicts children’s social-cognitive and self-regulatory responses in a challenging peer context. Developmental Psychology, 45, 1444–1454.

    Article  PubMed  Google Scholar 

  • Rudolph, K. D., Troop-Gordon, W., Hessel, E. T., & Schmidt, J. D. (2011). A latent growth curve analysis of early and increasing peer victimization as predictors of mental health across elementary school. Journal of Clinical Child and Adolescent Psychology, 40, 111–122.

    Article  PubMed  Google Scholar 

  • Rueger, S. Y., Malecki, C. K., & Demaray, M. K. (2011). Stability of peer victimization in early adolescence: effect of timing and duration. Journal of School Psychology, 49, 443–464.

    Google Scholar 

  • Ryan, A. M., & Ladd, G. W. (2012). Peer relationships and adjustment at school. Charlotte: Information Age Publishing. Charlotte, NC, US.

  • Ryan, R. M., Stiller, J. D., & Lynch, J. H. (1994). Representations of relationships to teachers, parents, and friends as predictors of academic motivation and self-esteem. The Journal of Early Adolescence, 14, 226–249.

    Article  Google Scholar 

  • Sabol, T. J., & Pianta, R. C. (2012). Recent trends in research on teacher-child relationships. Attachment & Human Development, 14, 213–231.

    Article  Google Scholar 

  • Sameroff, A. J. (2000). Dialectical processes in developmental psychopathology. In A. J. Sameroff, M. Lewis, & S. M. Miller (Eds.), Handbook of developmental psychopathology (pp. 23–40). Dordrecht: Kluwer Academic Publishers.

    Chapter  Google Scholar 

  • Satorra, A., & Bentler, P. M. (2001). A scaled difference chi-square test statistic for moment structure analysis. Psychometrika, 66, 507–514.

    Article  Google Scholar 

  • Schwartz, D., Gorman, A. H., Dodge, K. A., Pettit, G. S., & Bates, J. E. (2008). Friendships with peers who are low or high in aggression as moderators of the link between peer victimization and declines in academic functioning. Journal of Abnormal Child Psychology, 36, 719–730.

    Article  PubMed  Google Scholar 

  • Shim, S. S., Ryan, A. M., & Anderson, C. J. (2008). Achievement goals and achievement during early adolescence: examining time-varying predictor and outcome variables in growth-curve analysis. Journal of Educational Psychology, 100, 655–671.

    Article  Google Scholar 

  • Steiger, J. H., & Lind, J. C. (1980, May). Statistically based tests for the number of common factors. Paper presented at the annual meeting of the Psychometric Society, Iowa City, IA.

  • Troop-Gordon, W., & Kopp, J. (2011). Teacher-child relationship quality and children’s peer victimization and aggressive behavior in late childhood. Social Development, 20, 536–561.

    Article  Google Scholar 

  • Troop-Gordon, W., & Ladd, G. W. (2005). Trajectories of peer victimization and perceptions of self and schoolmates: precursors to internalizing and externalizing problems. Child Development, 76, 1072–1091.

    Article  PubMed  Google Scholar 

  • Vaillancourt, T., Duku, E., Decatanzaro, D., Macmillan, H., Muir, C., & Schmidt, L. A. (2008). Variations in hypothalamic-pituitary-adrenal axis activity among bullied and non-bullied children. Aggressiev Behavior, 34, 294–305.

    Article  Google Scholar 

  • Yeung, R., & Leadbeater, B. (2010). Adults make a differences: the protective effects of parent and teacher emotional support on emotional and behavioral problems of peer-victimized adolescents. Journal of Community Psychology, 38, 80–98.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Psychology, North Dakota State University, Dept. 2765, Fargo, ND, 58108-6050, USA

    Wendy Troop-Gordon

  2. Department of Psychology, Minnesota State University Moorhead, Moorhead, USA

    Kayla J. Kuntz

Authors
  1. Wendy Troop-Gordon
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Kayla J. Kuntz
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Wendy Troop-Gordon.

Additional information

Data for this study came from the NDSU Youth Development Study. This paper is based on an undergraduate honors thesis by Kayla J. Kuntz completed at North Dakota State University. This research was supported by ND EPSCoR Grant #EPS-0447679 and North Dakota State University. We would like to thank Elizabeth Ewing Lee and all of the undergraduate research assistants who aided in data collection and management. We are especially grateful to the children, teachers, and school administrators who participated in this study.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Troop-Gordon, W., Kuntz, K.J. The Unique and Interactive Contributions of Peer Victimization and Teacher-Child Relationships to Children’s School Adjustment. J Abnorm Child Psychol 41, 1191–1202 (2013). https://doi.org/10.1007/s10802-013-9776-2

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10802-013-9776-2

Keywords

Search

Navigation