Do classroom relationships moderate the association between peer defending in school bullying and social-emotional adjustment?

被引:2
|
作者
Lubon, A. [1 ,4 ]
Finet, C. [1 ,2 ]
Demol, K. [1 ]
van Gils, F. E. [1 ]
ten Bokkel, I. M. [1 ,3 ]
Verschueren, K. [1 ]
Colpin, H. [1 ]
机构
[1] Katholieke Univ Leuven, Sch Psychol & Dev Context, Leuven, Belgium
[2] Univ Antwerp, Dept Commun Studies, Antwerp, Belgium
[3] Minist Educ Culture & Sci, Inspectorate Educ, The Hague, Netherlands
[4] Tiensestr 102,Box 3717, B-3000 Leuven, Belgium
基金
比利时弗兰德研究基金会;
关键词
School bullying; Defending behavior; Social-emotional adjustment; Protective factors; Risk factors; Teacher-student relationships; Peer relationships; TEACHER-CHILD RELATIONSHIPS; MISSING DATA DESIGNS; SELF-ESTEEM; INTERNALIZING PROBLEMS; RELATIONSHIP QUALITY; MIDDLE SCHOOL; BEHAVIOR; VICTIMIZATION; DEPRESSION; ADOLESCENCE;
D O I
10.1016/j.jsp.2024.101315
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
Peer defending has been shown to protect bullied peers from further victimization and socialemotional problems. However, research examining defending behavior has demonstrated positive and negative social-emotional adjustment effects for defending students themselves. To explain these mixed findings, researchers have suggested that associations between defending behavior and social-emotional adjustment may be buffered by protective factors (i.e., defender protection hypothesis) or exacerbated by vulnerability or risk factors (i.e., defender vulnerability hypothesis). Consistent with these hypotheses, the present study aimed to investigate whether relationships with teachers and peers would moderate the association between defending behavior and social-emotional adjustment. This three-wave longitudinal study examined the association between peer nominated defending behavior and later self-reported depressive symptoms and self-esteem in 848 Belgian students in Grades 4 -6 (53% girls; M age = 10.61 years, SD = 0.90 at Wave 1). Peer nominated positive and negative teacher-student relationships (i.e., closeness and conflict) and peer relationships (i.e., acceptance and rejection) were included as moderators. Clustered multiple linear regression analyses demonstrated that defending behavior did not predict later depressive symptoms (8 = -0.04, p = .80) or self-esteem (8 = -0.19, p = .42). The lack of these associations could be explained by the defender protection and vulnerability hypotheses. However, contrary to our expectations, teacher-student closeness and peer acceptance did not play a protective role in the association between defending behavior and social-emotional adjustment (8 = - 1.48 -1.46, p = .24 -0.96). In addition, teacher-student conflict and peer rejection did not put defending students at risk for social-emotional maladjustment (8 = - 1.96 -1.57, p = .54 -0.97). Thus, relationships with teachers and peers did not moderate the association between defending behavior and later depressive symptoms and self-esteem.
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收藏
页数:17
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