Poster #219 - Effects of Teacher Conflict and Closeness with Student on Overt and Relational Bullying Victimization

• In Event: 1-005 - Poster Session 01
  In Poster Session: PS 01 Section - Social Relationships

Integrative Statement

Bullying is a common problem that impacts between 29-40% of youth (Robers et al., 2015; Waasdorp et al., 2017). There are two main forms of bullying: overt (i.e., direct verbal and physical) and relational (more covert includes social manipulation, such as gossiping and social exclusion) (Crick et al., 1995). Bullying can have lasting negative impacts on victims, such as poor relationships, negative academic outcomes, and internalizing and externalizing symptoms (e.g., Bogart et al., 2014). Studies have shown that both forms are of particular concern for minority youth living in urban communities (Leff et al., 2013; Waasdorp et al., 2013), as these children are already at an increased risk of experiencing emotional and behavioral problems due to chronic stressors, such as high levels of poverty and exposure to community violence (e.g., Morales et al., 2006). However, few studies examine both forms separately, and even fewer examine this in elementary-aged minority children attending urban, under-resourced schools. Moreover, prior studies have found that a supportive teacher-student relationship is associated with reduced aggression and increased academic achievement (e.g., Elias et al., 2008)--especially for relationally aggressive children (Waasdorp et al., 2018). This study will explore a similar association for victimized children.
This study examined whether teacher-student relationships mediate or moderate overt and relational bullying victimization over the course of one school year. Data was drawn from 317 third- through fifth-grade students (Mage = 9.81 years) from 3 urban elementary schools. Teachers completed the student-teacher relationship scale to report levels of closeness and conflict (separate constructs) with each individual student (Pianta et al., 2004). Elementary school students completed a bullying involvement questionnaire to obtain self-reported measures of overt and relational bullying perpetration and victimization (Bradshaw et al., 2007).
Hierarchical regression analyses were performed. Models controlled for age, gender, grade, and bullying perpetration status (both forms). Averages of conflict and closeness from the fall and spring were used as mediators or moderators.
Results indicate that teacher-student conflict mediates the relationship between student-reported overt victimization (b = .013, p = .006) over the course of the school year (Figure 1). Teacher-student closeness moderates the relationship between student-reported relational victimization in the fall and spring (b = -.027, p = .011) over the course of the school year (Figure 2). Students that were reported as having the highest levels of closeness with the teacher also showed the smallest increases in victimization over the course of the school year. Based on these results, closeness with a teacher can serve as a buffer against relational victimization--particularly for highly-victimized individuals.
This study suggests that the teacher-student relationship plays an important role for victims of bullying. Implications for programming will be presented.

Authors

• Ananda Easley, Children's Hospital of Philadelphia
  Presenting Author

• Tracy Waasdorp, Children's Hospital of Philadelphia
  Non-Presenting Author

• Camila Polanco, Children's Hospital of Philadelphia
  Non-Presenting Author

• Brooke Paskewich, Children's Hospital of Philadelphia
  Non-Presenting Author

• Stephen Leff, Children's Hospital of Philadelphia
  Non-Presenting Author