Swipe om te navigeren naar een ander artikel
Children not accepted or actively rejected by peers are at greater risk for peer victimization. We examined whether a positive teacher-student relationship can potentially buffer these children from the risk of peer victimization. Participants were 361 elementary school children in the 4th or 5th grade. Peer-report measures were used to assess teacher-student relationship quality (TSRQ), social preference, and rejected sociometric status; peer victimization was assessed via self-, peer-, and teacher-reports. As expected, social preference assessed in the fall semester was a significant negative predictor of self- and peer-reported victimization measured in the spring, controlling for prior levels of peer victimization. TSRQ in the fall was not a significant unique predictor of self-, peer-, or teacher-reported victimization the following spring, controlling for fall victimization and social preference scores. We found a significant interaction between social preference and TSRQ in predicting self-, peer-, and teacher-reported peer victimization: Social preference significantly predicted peer victimization, but only for those children with relatively poor student-teacher relationships. Subgroup analysis revealed that children actively rejected by peers in the fall reported significantly less peer victimization in the spring (controlling for fall victimization scores) when their fall TSRQ scores were at or above the sample mean compared to rejected children whose TSRQ scores were low (i.e., < −0.5 SD below the mean). Findings offer preliminary support for the notion that teacher-student relationship quality can buffer children at social risk for continued peer victimization.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Boivin, M., Hymel, S., & Hodges, E. V. E. (2001). Toward a process view of peer rejection and harassment. In J. Juvonen, & S. Graham (Eds.), Peer harassment in school: The plight of the vulnerable and victimized (pp. 265–289). New York, NY: Guilford Press.
Brown, T. A. (2015). Confirmatory factor analysis for applied research (2nd ed., ). New York:The Guilford Press.
Card, N. A., Isaacs, J., & Hodges, E. V. E. (2007). Correlates of school victimization: implications for prevention and intervention. In J. E. Zins, M. J. Elias, & C. A. Maher (Eds.), Bullying, victimization, and peer harassment: A handbook of prevention and intervention (pp. 339–368). New York: Haworth Press.
Coie, J. D., Dodge, K. A., & Kupersmidt, J. B. (1990). Peer group behavior and social status. In S. R. Asher, & J. D. Coie (Eds.), Peer rejection in childhood (pp. 17–59). New York, NY: Cambridge University Press.
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.
Espelage, D. L., & Swearer, S. M. (2003). Research on school bullying and victimization: what have we learned and where do we go from here? School Psychology Review, 32, 365–383.
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.
Hamre, B. K., Pianta, R. C., Downer, J. T., & Mashburn, A. J. (2008). Teachers' perceptions of conflict with young students: looking beyond problem behavior. Social Development, 17, 115–136.
Hanish, L. D., Kochenderfer-Ladd, B., Fabes, R. A., Martin, C. L., & Denning, D. (2004). Bullying among young children: the influence of peers and teachers. In D. L. Espelage, & S. M. Swearer (Eds.), Bullying in American schools: A social-ecological perspective on prevention and intervention (pp. 141–159). Mahwah, NJ: Lawrence Erlbaum Associates.
Hirschstein, M. K., Van Schoiack Edstrom, L., Frey, K. S., Snell, J. L., & MacKenzie, E. P. (2007). Walking the talk in bullying prevention: teacher implementation variables related to initial impact of the steps to respect program. School Psychology Review, 36, 3–21.
Horne, A., Swearer, S. M., Givens, J., & Meints, C. (2010). Bully busters: reducing bullying by changing teacher and student behavior. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.), Handbook of bullying in schools: An international perspective (pp. 507–516). New York: Routledge.
Kallestad, J. H., & Olweus, D. (2003). Predicting teachers' schools' implementation of the Olweus Bullying Prevention Program: A multilevel study. Prevention and Treatment, 6, np. doi: 10.1037/1522-37126.96.36.1991a
Kishton, J. M., & Widaman, K. F. (1994). Unidimensional versus domain representative parceling of questionnaire items: an empirical example. Educational and Psychological Measurement, 54, 757–765. CrossRef
Ladd, B., & Kochenderfer-Ladd, G. W. (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(1), 74–96. doi: 10.1037/1040-35188.8.131.52. CrossRefPubMed
Little, T. D. (2013). Longitudinal structural equation modeling. New York:Guilford Press.
Little, R. J. A. (1995). Modeling the drop-out mechanism in longitudinal studies. Journal of the American Statistical Association, 90, 1112–1121. CrossRef
Newgent, R. A., Lounsbery, K. L., Keller, E. A., Baker, C. R., Cavell, T. A., & Boughfman, E. M. (2009). Differential perceptions of bullying in the schools: a comparison of student, parent, teacher, school counselor, and principal reports. Journal of School Counseling, 7(38) Retrieved from http://www.jcs.montana.edu/articles/v7n38.pdf.
Newman-Carlson, D., & Horne, A. M. (2004). Bully busters: a psychoeducational intervention for reducing bullying behavior in middle school students. Journal of Counseling and Development, 82, 259–267. CrossRef
Olweus, D. (1993). Bullying at school: What we know and what we can do. Cambridge, MA:Blackwell.
Perry, D. G., Hodges, E. V. E., & Egan, S. K. (2001). Determinants of chronic victimization by peers: a review and new model of family influence. In J. Juvonen, & S. Graham (Eds.), Peer harassment in school: The plight of the vulnerable and victimized (pp. 73–104). New York: Guilford Press.
Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children’s success in the first years of school. School Psychology Review, 33, 444–458.
Preacher, K. J., Curran, P. J., & Bauer, D. J. (2006). Computational tools for probing interaction effects in multiple linear regression, multilevel modeling, and latent curve analysis. Journal of Educational and Behavioral Statistics, 31, 437–448. CrossRef
Rigby, K., & Slee, P. (1999). Suicidal ideation among adolescent school children involvement in bully-victim problems, and perceived social support. Suicide and Life-threatening Behavior, 29, 119–130. PubMed
Rodkin, P. C., & Hodges, E. V. E. (2003). Bullies and victims in the peer ecology: four questions for psychologists and school professionals. School Psychology Review, 32, 384–400.
Rutter, M., Maughan, B., Mortimore, P., Ouston, J., & Smith, A. (1979). Fifteen thousand hours: Secondary schools and their effects on children. Cambridge, MA:Harvard University Press.
Smith, J. D., Schneider, B. H., Smith, P. K., & Ananiadou, K. (2004). The effectiveness of whole-school antibullying programs: a synthesis of evaluation research. School Psychology Review, 33, 547–560.
Snell, J., MacKenzie, E., & Frey, K. (2002). Bullying prevention in elementary schools: the importance of adult leadership, peer group support, and student social-emotional skills. In M. R. Shinn, H. M. Walker, & G. Stoner (Eds.), Interventions for academic and behavior problems II: Preventive and remedial approaches (pp. 351–372). Washington, DC: National Association of School Psychologists.
Spilt, J. L., Hughes, J. N., Wu, J., & Kwok, O. (2012). Dynamics of teacher–student relationships: stability and change across elementary school and the influence on children’s academic success. Child Development, 83, 1180–1195. doi: 10.1111/j.1467-8624.2012.01761.x. CrossRefPubMedPubMedCentral
Terry, R. (2000). Recent advances in measurement theory and the use of sociometric techniques. In A. H. N. Cillessen, & W. M. Bukowski (Eds.), Recent advances in the measurement of acceptance and rejection in the peer system (pp. 27–53). San Francisco, CA: Jossey–Bass.
Thompson, G. G. (1960). Children’s Groups. In P. H. Mussen (e.d.), Handbook of Research Methods in Child Development (pp. 821–853). New York: Wiley.
- Social Risk and Peer Victimization in Elementary School Children: The Protective Role of Teacher-Student Relationships
L. Christian Elledge
Allison R. Elledge
Rebecca A. Newgent
Timothy A. Cavell
- Springer US