Revealing the Transactional Associations among Teacher-Child Relationships, Peer Rejection and Peer Victimization in Ear
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EMPIRICAL RESEARCH
Revealing the Transactional Associations among Teacher-Child Relationships, Peer Rejection and Peer Victimization in Early Adolescence Karlien Demol
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Geertje Leflot2 Karine Verschueren1 Hilde Colpin1 ●
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Received: 3 April 2020 / Accepted: 5 June 2020 © Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract Peer victimization is a persistent problem in early adolescents’ peer relationships that is related to various difficulties in the short and long run. Previous studies have investigated whether relationships with peers and teachers predict victimization, but to date, few studies have examined the simultaneous contribution of both classroom-based relationships to victimization over time. Therefore, this study investigated how peer rejection and teacher-child relationships uniquely predict peer victimization over the course of one school year in upper elementary school. The transactional associations among teacherchild relationships, peer rejection, and relational and physical victimization were examined in a sample of 692 children (36 classes; Mage = 10.28; range: 7.92-13.14; 48.4% female). Teacher-child relationship quality and peer victimization were measured by student self-report, peer rejection by peer-report. Cross-lagged analyses showed that rejection predicted victimization from wave 1 to wave 2. In turn, more victimization predicted more rejection throughout the whole school year. More supportive teacher-child relationships predicted less victimization. Additionally, more victimization (wave 1) predicted less supportive relationships with teachers (wave 2). Peer rejection and teacher-child relationships were found to have unique, additive effects on victimization in early adolescence over time. Therefore, to effectively intervene in victimization processes, relationships with both peers and teachers need to be considered. Keywords design
Physical victimization Relational victimization Teacher-child relationships Peer rejection Longitudinal ●
Introduction Peer victimization, i.e., repeated targeted aggression of peers towards children who have difficulties to defend themselves (Olweus 1993), is a widespread and persistent peer process that can harm development in various domains (Arseneault 2018). A recent UNESCO report (UNESCO 2019) covering 144 countries showed that almost one third of the 9- to 15-year-olds were bullied at school at least once in the last month. These youth are at increased risk of
* Karlien Demol [email protected] 1
Faculty of Psychology and Educational Sciences, KU Leuven, Tiensestraat 102 Box 3717, 3000 Leuven, Belgium
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Applied Psychology, University College Thomas More, Antwerp, Molenstraat 8, 2018 Antwerp, Belgium
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experiencing various short and long term negative consequences concerning their mental and physical health, wealth, and social relationships (e.g., Moore et al. 2017). Hence, research on the risk and protective factors for peer victimization at school is critical. Bui
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