Conflictual student–teacher relationship, emotional and behavioral problems, prosocial behavior, and their associations with bullies, victims, and bullies/victims.
Abstract
This study investigated the links between students' behavioral problems, student–teacher conflict, and students' involvement in bully, victim, and bully/victim roles in adolescence. The role of student–teacher conflict as moderator of the association between students' behavioral problems and their involvement in each bullying role was examined. Sample included 430 students from Italy (48.4% female; mean age 12.2 years; grades 6–8). Multinomial logistic regression analyses indicated that conduct problems positively predicted engagement in each bullying role, while peer-relationship problems predicted involvement in a victim role. Additionally, students experiencing higher student–teacher conflict were more likely of being victims and bully/victims, but not bullies. Finally, student–teacher conflict emerged as a moderator of the association between peer-relationship problems and both bully and victim roles, and between hyperactivity/inattention and victim role. These findings highlights the importance of considering students’ characteristics in relation to student–teacher relationship quality when investigating the factors influencing students' involvement in bullying behaviors.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Children who are victims of bullying tend to be poorly adjusted in school and receive negative attention from the teacher to an even greater extent than children who are bullies or victims.
“In this sense, children who are victims of bullying tend to be poorly adjusted in school and receive negative attention from the teacher to an even greater extent than children who are bullies or victims (Haynie et al., 2001; Olweus, 2001; Marengo et al., 2018).”
From The representation of bullying in Italian primary school children: A mixed-method study comparing drawing and interview data and their association with self-report involvement in bullying events (2022) · cites this paper as Marengo et al., 2018
The citation lists haven’t been fetched yet
References 62 · Cited by 109
- Authors
- Marengo, D., Jungert, T., Iotti, N. O., Settanni, M., Thornberg, R., & Longobardi, C.
- Affiliations
- University of Turin (IT)
- Lund University (SE)
- Linköping University (SE)
- Corresponding author
- Settanni, Michele
- ORCID
- Venue
- Educational Psychology
- Publisher
- Informa UK Limited
- Published
- 2018-07-24
- Volume
- 38
- Issue
- 9
- Pages
- 1201-1217
- ISSN
- 0144-3410 (ISSN-L)
- 1469-5820
- OpenAlex
- W2883275515
- Cited by
- 109
- References
- 62
- Citations by year
- 2026: 5 · 2025: 13 · 2024: 15 · 2023: 20 · 2022: 13 · 2021: 18 · 2020: 15 · 2019: 7 · 2018: 3
- FWCI
- 14.93
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Psychology (publishedVersion)
- Institutional Research Information System University of Turin (University of Turin) (submittedVersion)
- Lund University Publications (Lund University) (submittedVersion)
- Topics
- Social Sciences › Psychology › Social Psychology › Bullying, Victimization, and Aggression
- Social Sciences › Sociology and Political Science › Workplace Violence and Bullying
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Keywords
- teacher-student conflict, bullying, bullying victims, bully-victims, conduct problems, peer relationship problems, hyperactivity/inattention, prosocial behavior, emotional and behavioral problems, adolescents, moderation
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
