Skip to main content
SpringerLink
Log in

Peer Victimization, Teacher Unfairness, and Adolescent Life Satisfaction: The Mediating Roles of Sense of Belonging to School and Schoolwork-Related Anxiety

  • Original Paper
  • Published:
School Mental Health Aims and scope Submit manuscript

Abstract

Adolescents spend substantial time learning and socializing at school. Peer victimization (a negative peer relationship) and teacher unfairness (a negative student–teacher relationship), which are commonly embedded within the school environment, could exert negative effects on adolescent life satisfaction (ALS). Although an emerging line of research has revealed the independent effects of peer victimization and teacher unfairness on ALS, scant research has analyzed how peer victimization and teacher unfairness could influence ALS using nationally representative data. A sample of 5712 15-year-old adolescents from the USA who participated in the 2015 program for international student assessment was used in the present study. The results of structural equation modeling showed that both peer victimization and teacher unfairness had significant and negative effects on ALS; sense of belonging to school partially mediated the effect of peer victimization on ALS, and schoolwork-related anxiety partially mediated the effects of both peer victimization and teacher unfairness on ALS. The research findings extended our understanding of the mechanisms underlying peer victimization, teacher unfairness, and ALS.

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

  • Anderman, L. H. (2003). Academic and social perceptions as predictors of change in middle school students’ sense of school belonging. The Journal of Experimental Education, 72(1), 5–22.

    Google Scholar 

  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Advances in Behaviour Research and Therapy, 1(4), 139–161.

    Google Scholar 

  • Bandura, A. (2011). Social cognitive theory. Handbook of Social Psychological Theories, 2012, 349–373.

    Google Scholar 

  • Batsche, G., & Knoff, H. (1994). Bullies and their victims: Understanding a pervasive problem in the schools. School Psychology Review, 23, 165–174.

    Google Scholar 

  • Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497–529.

    PubMed  Google Scholar 

  • Brown, J. D., & Lawton, M. (1986). Stress and well-being in adolescence: The moderating role of physical exercise. Journal of Human Stress, 12(3), 125–131.

    PubMed  Google Scholar 

  • Cassady, J. C., & Johnson, R. E. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27(2), 270–295.

    Google Scholar 

  • Cemalcilar, Z. (2010). Schools as socialisation contexts: Understanding the impact of school climate factors on students’ sense of school belonging. Applied Psychology, 59(2), 243–272.

    Google Scholar 

  • Chen, F., & Cui, Y. (2019). Investigating the relation of perceived teacher unfairness to science achievement by hierarchical linear modeling in 52 countries and economies. Educational Psychology. https://doi.org/10.1080/01443410.2019.1652248.

    Article  Google Scholar 

  • Chory-Assad, R. M., & Paulsel, M. L. (2004). Antisocial classroom communication: Instructor influence and interactional justice as predictors of student aggression. Communication Quarterly, 52(2), 98–114.

    Google Scholar 

  • Colarossi, L. G., & Eccles, J. S. (2003). Differential effects of support providers on adolescents’ mental health. Social Work Research, 27(1), 19–30.

    Google Scholar 

  • Demaray, M. K., & Malecki, C. K. (2002). The relationship between perceived social support and maladjustment for students at risk. Psychology in the Schools, 39(3), 305–316.

    Google Scholar 

  • Eisenberg, M. E., Neumark-Sztainer, D., & Perry, C. L. (2003). Peer harassment, school connectedness, and academic achievement. Journal of School Health, 73(8), 311–316.

    PubMed  Google Scholar 

  • Enders, C., & Bandalos, D. (2001). The relative performance of full information maximum likelihood estimation for missing data in structural equation models. Structural Equation Modeling: A Multidisciplinary Journal, 8(3), 430–457.

    Google Scholar 

  • Ertesvåg, S. K., & Roland, E. (2015). Professional cultures and rates of bullying. School Effectiveness and School Improvement, 26(2), 195–214.

    Google Scholar 

  • Eslea, M., Menesini, E., Morita, Y., O’Moore, M., Mora-Merchán, J. A., Pereira, B., et al. (2004). Friendship and loneliness among bullies and victims: Data from seven countries. Aggressive Behavior, 30(1), 71–83.

    Google Scholar 

  • Eysenck, M. W., Derakshan, N., Santos, R., & Calvo, M. G. (2007). Anxiety and cognitive performance: Attentional control theory. Emotion, 7(2), 336–353.

    PubMed  Google Scholar 

  • Flaspohler, P. D., Elfstrom, J. L., Vanderzee, K. L., Sink, H. E., & Birchmeier, Z. (2009). Stand by me: The effects of peer and teacher support in mitigating the impact of bullying on quality of life. Psychology in the Schools, 46(7), 636–649.

    Google Scholar 

  • Flouri, E., & Buchanan, A. (2010). Life satisfaction in teenage boys: The moderating role of father involvement and bullying. Aggressive Behavior, 28(2), 126–133.

    Google Scholar 

  • Furman, W., & Buhrmester, D. (1992). Age and sex differences in perceptions of networks of personal relationships. Child Development, 63, 103–115.

    PubMed  Google Scholar 

  • Gini, G., Marino, C., Pozzoli, T., & Holt, M. (2018). Associations between peer victimization, perceived teacher unfairness, and adolescents’ adjustment and well-being. Journal of School Psychology, 67, 56–68.

    PubMed  Google Scholar 

  • Goldbaum, S., Craig, W. M., Pepler, D., & Connolly, J. (2003). Developmental trajectories of victimization. Journal of Applied School Psychology, 19(2), 139–156.

    Google Scholar 

  • Grills, A. E., & Ollendick, T. H. (2002). Peer victimization, global self-worth, and anxiety in middle school children. Journal of Clinical Child and Adolescent Psychology, 31(1), 59–68.

    PubMed  Google Scholar 

  • Hawker, D. S. J., & Boulton, M. J. (2000). Twenty years’ research on peer victimization and psychosocial maladjustment: A meta-analytic review of cross-sectional studies. Journal of Child Psychology and Psychiatry, 41(4), 441–455.

    PubMed  Google Scholar 

  • Hayes, A. F. (2009). Beyond Baron and Kenny: Statistical mediation analysis in the new millennium. Communication Monographs, 76(4), 408–420.

    Google Scholar 

  • Hembree, R. (1988). Correlates, causes, effects, and treatment of test anxiety. Review of Educational Research, 58(1), 47–77.

    Google Scholar 

  • Horan, S. M., Chory, R. M., & Goodboy, A. K. (2010). Understanding students’ classroom justice experiences and responses. Communication Education, 59(4), 453–474.

    Google Scholar 

  • Hu, L., & Bentler, P. M. (1998). Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. Psychological Methods, 3(4), 424–453.

    Google Scholar 

  • Kerr, J. C., Valois, R. F., Huebner, E. S., & Drane, J. W. (2011). Life satisfaction and peer victimization among USA public high school adolescents. Child Indicators Research, 4(1), 127–144.

    Google Scholar 

  • Kim, D. H., & Kim, J. H. (2013). Social relations and school life satisfaction in South Korea. Social Indicators Research, 112(1), 105–127.

    Google Scholar 

  • Kochenderfer, B. J., & Ladd, G. W. (1996). Peer victimization: Cause or consequence of school maladjustment? Child Development, 67(4), 1305–1317.

    PubMed  Google Scholar 

  • Konishi, C., Hymel, S., Zumbo, B. D., & Li, Z. (2010). Do school bullying and student–teacher relationships matter for academic achievement? A multilevel analysis. Canadian Journal of School Psychology, 25(1), 19–39.

    Google Scholar 

  • La Greca, A. M., & Harrison, H. M. (2005). Adolescent peer relations, friendships, and romantic relationships: Do they predict social anxiety and depression? Journal of Clinical Child and Adolescent Psychology, 34(1), 49–61.

    PubMed  Google Scholar 

  • Lenzi, M., Vieno, A., Gini, G., Pozzoli, T., Pastore, M., Santinello, M., et al. (2014). Perceived teacher unfairness, instrumental goals, and bullying behavior in early adolescence. Journal of Interpersonal Violence, 29(10), 1834–1849.

    PubMed  Google Scholar 

  • Lewis, A. D., Huebner, E. S., Malone, P. S., & Valois, R. F. (2011). Life satisfaction and student engagement in adolescents. Journal of Youth and Adolescence, 40(3), 249–262.

    PubMed  Google Scholar 

  • Libbey, H. P. (2004). Measuring student relationships to school: Attachment, bonding, belonging, and engagement. The Journal of School Health, 74, 274–283.

    PubMed  Google Scholar 

  • Luciana, M. (2010). Adolescent brain development: Current themes and future directions. Introduction to the special issue. Brain and Cognition, 72, 1–5.

    PubMed  Google Scholar 

  • Lun, V. M., & Bond, M. H. (2016). Achieving subjective well-being around the world: The moderating influence of gender, age and national goals for socializing children. Journal of Happiness Studies, 17(2), 587–608.

    Google Scholar 

  • Lyubomirsky, S., King, L., & Diener, E. (2005). The benefits of frequent positive affect: Does happiness lead to success? Psychological Bulletin, 131, 803–855.

    PubMed  Google Scholar 

  • Ma, X. (2003). Sense of belonging to school: Can schools make a difference? The Journal of Educational Research, 96(6), 340–349.

    Google Scholar 

  • Malecki, C. K., & Demaray, M. K. (2003). What type of support do they need? Investigating student adjustment, as related to emotional, informational, appraisal, and instrumental support. School Psychology Quarterly, 18(3), 231–252.

    Google Scholar 

  • Martin, K. M., & Huebner, E. S. (2007). Peer victimization and prosocial experiences and emotional well-being of middle school students. Psychology in the Schools, 44(2), 199–208.

    Google Scholar 

  • Mehari, K. R., & Farrell, A. D. (2015). The relation between peer victimization and adolescents’ well-being: The moderating role of ethnicity within context. Journal of Research on Adolescence, 25(1), 118–134.

    Google Scholar 

  • Mínguez, A. M. (2019). Children’s relationships and happiness: The role of family, friends and the school in four European countries. Journal of Happiness Studies. https://doi.org/10.1007/s10902-019-00160-4.

    Article  Google Scholar 

  • Murdock, T. B. (1999). The social context of risk: Status and motivational predictors of alienation in middle school. Journal of Educational Psychology, 91(1), 62–75.

    Google Scholar 

  • Murdock, T. B., Anderman, L. H., & Hodge, S. A. (2000). Middle-grade predictors of students’ motivation and behavior in high school. Journal of Adolescent Research, 15(3), 327–351.

    Google Scholar 

  • Muthén, L. K., & Muthén, B. O. (2012). Mplus. Statistical analysis with latent variables. User’s guide (7th ed.). Los Angeles, CA: Muthén & Muthén.

    Google Scholar 

  • Mynard, H., & Joseph, S. (2000). Development of the multidimensional peer-victimization scale. Aggressive Behavior: Official Journal of the International Society for Research on Aggression, 26(2), 169–178.

    Google Scholar 

  • Oberle, E., Schonert-Reichl, K. A., & Zumbo, B. D. (2011). Life satisfaction in early adolescence: Personal, neighborhood, school, family, and peer influences. Journal of Youth and Adolescence, 40(7), 889–901.

    PubMed  Google Scholar 

  • OECD. (2009). PISA data analysis manual: SPSS (2nd ed.). Paris: OECD Publishing.

    Google Scholar 

  • OECD. (2015). Do teacher–student relations affect students’ well-being at school? PISA in Focus, No. 50. Paris: OECD Publishing.

  • OECD. (2016). PISA 2015 assessment and analytical framework: Science, reading, mathematic and financial literacy. Paris: PISA, OECD Publishing.

    Google Scholar 

  • OECD. (2017). PISA 2015 results (volume III): Students’ well-being. Paris: PISA, OECD Publishing.

    Google Scholar 

  • Olweus, D. (2000). Bullying. In A. E. Kazdin (Ed.), Encyclopedia of psychology (Vol. 1, pp. 487–489). Washington, DC: American Psychological Association.

    Google Scholar 

  • Osterman, K. F. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70(3), 323–367.

    Google Scholar 

  • Proctor, C. L., Linley, P. A., & Maltby, J. (2009). Youth life satisfaction: A review of the literature. Journal of Happiness Studies, 10(5), 583–630.

    Google Scholar 

  • Pryor-Brown, L., & Cowen, E. L. (1989). Stressful life events, support, and children’s school adjustment. Journal of Clinical Child Psychology, 18, 214–220.

    Google Scholar 

  • Quilty, L. C., Ameringen, M. V., Mancini, C., Oakman, J., & Farvolden, P. (2003). Quality of life and the anxiety disorders. Journal of Anxiety Disorders, 17(4), 405–426.

    PubMed  Google Scholar 

  • Rigby, K. (2000). Effects of peer victimization in schools and perceived social support on adolescent well-being. Journal of Adolescence, 23(1), 57–68.

    Google Scholar 

  • Ripski, M. B., & Gregory, A. (2009). Unfair, unsafe, and unwelcome: Do high school students’ perceptions of unfairness, hostility, and victimization in school predict engagement and achievement? Journal of School Violence, 8(4), 355–375.

    Google Scholar 

  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.

    PubMed  Google Scholar 

  • Schwartz, D., Gorman, A. H., Nakamoto, J., & Toblin, R. L. (2005). Victimization in the peer group and children’s academic functioning. Journal of Educational Psychology, 97(3), 425–435.

    Google Scholar 

  • Schwarzer, R., & Warner, L. M. (2013). Perceived self-efficacy and its relationship to resilience. In S. Prince-Embury & D. H. Saklofske (Eds.), Resilience in children, adolescents, and adults: Translating research into practice (Vol. 12, pp. 139–150). New York, NY: Springer.

    Google Scholar 

  • Seligman, M. E. (2012). Flourish: A visionary new understanding of happiness and well-being. New York: Simon and Schuster.

    Google Scholar 

  • Seligman, M. E., & Csikszentmihalyi, M. (2014). Positive psychology: An introduction. In M. Csikszentmihalyi (Ed.), Flow and the foundations of positive psychology (pp. 279–298). Springer, Dordrecht.

    Google Scholar 

  • Steinmayr, R., Crede, J., McElvany, N., & Wirthwein, L. (2016). Subjective well-being, test anxiety, academic achievement: Testing for reciprocal effects. Frontiers in Psychology, 6, 1994.

    PubMed  PubMed Central  Google Scholar 

  • Storch, E. A., & Masia-Warner, C. (2004). The relationship of peer victimization to social anxiety and loneliness in adolescent females. Journal of Adolescence, 27(3), 351–362.

    PubMed  Google Scholar 

  • Tang, Y. P. (2019). Immigration status and adolescent life satisfaction: An international comparative analysis based on PISA 2015. Journal of Happiness Studies, 20(5), 1499–1518.

    Google Scholar 

  • Tardy, C. H. (1985). Social support measurement. American Journal of Community Psychology, 13(2), 187–202.

    Google Scholar 

  • Tyler, T. R., & Smith, H. J. (1999). Justice, social identity, and group processes. In T. R. Tyler, R. M. Kramer, & O. P. John (Eds.), The psychology of the social self (pp. 223–264). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • US, National Center for Education Statistics. (2016). Sampling and data collection in the United States. https://nces.ed.gov/surveys/pisa/pisa2015/pisa2015highlights_8b.asp. Accessed 3 December 2019.

  • Verkuyten, M., & Thijs, J. (2002). School satisfaction of elementary school children: The role of performance, peer relations, ethnicity and gender. Social Indicators Research, 59(2), 203–228.

    Google Scholar 

  • Wang, M. T., & Holcombe, R. (2010). Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal, 47(3), 633–662.

    Google Scholar 

  • Wanous, J. P., Reichers, A. E., & Hudy, M. J. (1997). Overall job satisfaction: How good are single-item measures? Journal of Applied Psychology, 82(2), 247–252.

    PubMed  Google Scholar 

  • Wong, T. K. Y., & Siu, A. F. Y. (2017). Relationships between school climate dimensions and adolescents’ school life satisfaction, academic satisfaction and perceived popularity within a Chinese context. School Mental Health, 9(3), 237–248.

    Google Scholar 

  • Wormington, S. V., Anderson, K. G., Schneider, A., Tomlinson, K. L., & Brown, S. A. (2016). Peer victimization and adolescent adjustment: Does school belonging matter? Journal of School Violence, 15(1), 1–21.

    PubMed  Google Scholar 

  • You, S., Furlong, M. J., Felix, E., Sharkey, J. D., Tanigawa, D., & Green, J. G. (2008). Relations among school connectedness, hope, life satisfaction, and bully victimization. Psychology in the Schools, 45(5), 446–460.

    Google Scholar 

  • Zeidner, M. (2007). Test anxiety in educational contexts: Concepts, findings, and future directions. In P. A. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 165–184). Boston, MA: Elsevier Academic Press.

    Google Scholar 

Download references

Acknowledgements

The work described in this paper was supported by the Fundamental Research Funds for the Central Universities, Southeast University, China.

Author information

Authors and Affiliations

  1. Department of Public Administration, Southeast University, NO. 2, Southeast University Rd., Jiangning District, Nanjing, 211189, Jiangsu, People’s Republic of China

    Liang Huang

Authors
  1. Liang Huang
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Liang Huang.

Ethics declarations

Conflict of interest

The authors declare that there is no conflict of interest.

Ethical Approval

This study used publicly available data released by the Organization of Economic Cooperation and Development (OECD). PISA-participating countries and economies assumed responsibility for data collection under the auspices of the OECD.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Appendix: The Scales and Items

Appendix: The Scales and Items

Peer Victimization (α = 0.849)

  1. 1.

    Other students left me out of things on purpose.

  2. 2.

    Other students made fun of me.

  3. 3.

    I was threatened by other students.

  4. 4.

    Other students took away or destroyed things that belonged to me.

  5. 5.

    I got hit or pushed around by other students.

  6. 6.

    Other students spread nasty rumors about me.

Teacher Unfairness (α = 0.832)

  1. 1.

    Teachers graded me harder than they graded other students.

  2. 2.

    Teachers gave me the impression that they think I am less smart than I really am.

  3. 3.

    Teachers disciplined me more harshly than other students.

  4. 4.

    Teachers ridiculed me in front of others.

  5. 5.

    Teachers said something insulting to me in front of others.

Sense of Belonging to School (α = 0.835)

  1. 1.

    I feel like an outsider (or left out of things) at school.

  2. 2.

    I make friends easily at school.

  3. 3.

    I feel like I belong at school.

  4. 4.

    I feel awkward and out of place in my school.

  5. 5.

    Other students seem to like me.

  6. 6.

    I feel lonely at school.

Schoolwork-Related Anxiety (α = 0.857)

  1. 1.

    I often worry that it will be difficult for me taking a test.

  2. 2.

    I worry that I will get poor grades at school.

  3. 3.

    Even if I am well-prepared for a test, I feel very anxious.

  4. 4.

    I get very tense when I study for a test.

  5. 5.

    I get nervous when I don’t know how to solve a task at school.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Huang, L. Peer Victimization, Teacher Unfairness, and Adolescent Life Satisfaction: The Mediating Roles of Sense of Belonging to School and Schoolwork-Related Anxiety. School Mental Health 12, 556–566 (2020). https://doi.org/10.1007/s12310-020-09365-y

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s12310-020-09365-y

Keywords

Search

Navigation