Citation

Huang FL, Lewis C, Cohen DR, Prewett S, Herman K. Sch. Psychol. Q. 2018; 33(2): 223-234.

Affiliation

Department of Educational, School, and Counseling Psychology.

Copyright

(Copyright © 2018, American Psychological Association)

DOI

10.1037/spq0000249

PMID

29878821

Abstract

Students involved in bullying experience mental health issues and negative psychosocial outcomes. Few studies have investigated how teacher-student relationships (TSRs) may buffer the negative outcomes experienced by students involved in bullying. To investigate the moderating role of TSRs with bullying involvement status and psychosocial outcomes, we used data from 691 middle school students, 85 teachers, and 6 schools in one urban district. We used both student- and teacher-reported outcomes and regression models included baseline measures (i.e., depression, concentration problems, emotional regulation problems, behavioral engagement) taken 8 months earlier. Regardless of bullying involvement, student-reported TSR had a beneficial association for all outcomes controlling for baseline measures and student demographic variables. However, bully/victims with low TSRs experienced a heightened risk for depressive symptoms suggesting increased attention to this subgroup of students. (PsycINFO Database Record

(c) 2018 APA, all rights reserved).

Language: en