Citation

Gini G, Marino C, Pozzoli T, Holt M. J. Sch. Psychol. 2018; 67: 56-68.

Affiliation

School of Education, Boston University, USA.

Copyright

(Copyright © 2018, Society for the Study of School Psychology, Publisher Elsevier Publishing)

DOI

10.1016/j.jsp.2017.09.005

PMID

29571535

Abstract

Negative relationships within the classroom, both with peers and teachers, can be very stressful for adolescents and are often found to be associated with a variety of negative outcomes. In this study, we investigated the concurrent role of peer victimization and perceived teacher unfairness in explaining psychosocial problems in a sample of 1378 Italian students (353 middle school students, M_age=12.61, SD=0.69, and 1025 high school students, M_age=14.92, SD=0.81). Structural equation modeling showed that both peer victimization and perceived teacher unfairness were positively associated with reports of more frequent psychological and somatic problems, and negatively related to satisfaction with friends and sense of safety. Only perceived teacher unfairness showed a significant association with satisfaction with school.

RESULTS of multi-group modeling demonstrated measurement invariance (total scalar invariance) across both gender and school-level groups. Some gender and school-level differences in the regression coefficients were found. In general, associations between the risk factors and adolescents' problems were stronger for girls and for higher school students.

FINDINGS confirmed that both peer victimization and perceived teacher unfairness are significant risk factors within the classroom microsystems. Implications for school psychologists are discussed.

Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Language: en

Keywords

Life satisfaction; Peer victimization; Sense of safety; Teacher unfairness; Well-being