Breaking the Cycle: Perceived Control and Teacher–Student Relationships Shield Adolescents from Bullying Victimization over Time
Background: Bullying victimization remains a grave issue in early adolescence. However, existing research often lacks a longitudinal perspective and sufficient attention to protective factors, particularly the dynamic role of teacher–student relationships. Objective: This study explores the longitud...
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| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2024-12-01
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| Series: | Behavioral Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2076-328X/14/12/1198 |
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| Summary: | Background: Bullying victimization remains a grave issue in early adolescence. However, existing research often lacks a longitudinal perspective and sufficient attention to protective factors, particularly the dynamic role of teacher–student relationships. Objective: This study explores the longitudinal protective mechanisms against bullying victimization, focusing on the roles of perceived control and teacher–student relationships. Methods: A sample of 1454 adolescents (mean age = 13.63 years, <i>SD</i> = 0.76, 51% female) was followed over the course of one year. Latent growth models were employed to examine the developmental trajectories of bullying victimization, perceived control, and teacher–student relationships, and to investigate the longitudinal mediating role of teacher–student relationships in the relationship between perceived control and bullying victimization. Results: Both perceived control and teacher–student relationships showed a consistent increase over time, while bullying victimization declined over time. The intercept of perceived control negatively predicted the intercept of bullying victimization, with this relationship mediated by the intercept of teacher–student relationships. Furthermore, the slope of perceived control affected the slope of bullying victimization solely through the slope of teacher–student relationships. Conclusions: These findings highlight that perceived control serves as a stable protective factor against bullying, while strong teacher–student relationships can further reduce bullying victimization. Enhancing students’ perceived control and fostering supportive teacher–student relationships should be key components of anti-bullying interventions. |
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| ISSN: | 2076-328X |