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

IF 3.8 1区 心理学 Q1 PSYCHOLOGY, SOCIAL
A. Lubon , C. Finet , K. Demol , F.E. van Gils , I.M. ten Bokkel , K. Verschueren , H. Colpin
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引用次数: 0

Abstract

Peer defending has been shown to protect bullied peers from further victimization and social-emotional 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; Mage = 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 (β = −0.04, p = .80) or self-esteem (β = −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 (β = −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 (β = −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.

班级关系是否会缓和校园欺凌中的同伴防御与社会情感适应之间的关系?
研究表明,同龄人的防卫行为可以保护受欺凌的同龄人免受进一步的伤害和社会情感问题。然而,有关防卫行为的研究却显示,防卫学生本身的社会情感调整效应有正有负。为了解释这些好坏参半的研究结果,研究人员认为,防卫行为与社会情感适应之间的关联可能会受到保护性因素的缓冲(即防卫者保护假说),或受到脆弱性或风险因素的加剧(即防卫者脆弱性假说)。根据这些假设,本研究旨在探讨与教师和同伴的关系是否会缓和防卫行为与社会情绪适应之间的关联。这项为期三波的纵向研究对 848 名四年级至六年级的比利时学生(53% 为女生;第一波时平均年龄为 10.61 岁,标准差为 0.90)的同伴提名防卫行为与日后自我报告的抑郁症状和自尊之间的关系进行了调查。同伴提名的积极和消极师生关系(即亲密和冲突)以及同伴关系(即接受和拒绝)被列为调节因素。聚类多元线性回归分析表明,防卫行为并不能预测后来的抑郁症状(β = -0.04,p = .80)或自尊(β = -0.19,p = .42)。这些关联的缺失可以用 "防御者保护 "和 "脆弱性假设 "来解释。然而,与我们的预期相反,师生亲密程度和同伴接纳程度在防卫行为与社会情感适应之间的关联中并没有起到保护作用(β = -1.48-1.46, p = .24-0.96)。此外,师生冲突和同伴排斥并不会使有防卫行为的学生面临社会情感适应不良的风险(β = -1.96-1.57, p = .54-0.97)。因此,与教师和同伴的关系并不能调节防卫行为与日后抑郁症状和自尊之间的关系。
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来源期刊
Journal of School Psychology
Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-
CiteScore
6.70
自引率
8.00%
发文量
71
期刊介绍: The Journal of School Psychology publishes original empirical articles and critical reviews of the literature on research and practices relevant to psychological and behavioral processes in school settings. JSP presents research on intervention mechanisms and approaches; schooling effects on the development of social, cognitive, mental-health, and achievement-related outcomes; assessment; and consultation. Submissions from a variety of disciplines are encouraged. All manuscripts are read by the Editor and one or more editorial consultants with the intent of providing appropriate and constructive written reviews.
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