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Peer Aggression and Conflictual Teacher-Student Relationships: A Meta-Analysis

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Title: Peer Aggression and Conflictual Teacher-Student Relationships: A Meta-Analysis
Language: English
Authors: Krause, Amanda (ORCID 0000-0002-3576-1489), Smith, J. David
Source: School Mental Health. Jun 2022 14(2):306-327.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 22
Publication Date: 2022
Document Type: Journal Articles
Information Analyses
Education Level: Elementary Education
Secondary Education
Descriptors: Bullying, Teacher Student Relationship, Conflict, Elementary School Students, Secondary School Students, Victims, Aggression
DOI: 10.1007/s12310-021-09483-1
ISSN: 1866-2625
Abstract: The relationship between teachers and students plays a critical role in the psychosocial development of children and youth. The literature documents numerous studies over several decades that have examined links between teacher-student relationships (TSRs) and bullying perpetration and victimization among students. The present meta-analytic study provides a definitive summary of the size and the direction of the association between these variables. We synthesized the results of 18 quantitative studies (n = 20 029) that examined the association between TSR conflict and involvement in peer aggression and bullying (both perpetration and victimization) in school. Results revealed a significant positive effect of moderate size between TSR conflict and both bullying perpetration and victimization. Three moderators (grade level, informant, and scale quality) were assessed for their effects on the association between TSR conflict and peer aggression involvement. Results revealed a stronger association between bullying involvement (both bullying others and victimization) and TSR conflict (a) among elementary school students (versus secondary students), (b) when based on observer reports (versus self-reports), and (c) when researchers used well-established measures (versus new measures) of the variables. These results highlight the interconnectedness of students' relationship experiences with their teachers and their interactions in peer networks at school, and they underscore the need to consider both aspects in comprehensive climate and bullying prevention initiatives in schools.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1338364
Database: ERIC
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  Data: Peer Aggression and Conflictual Teacher-Student Relationships: A Meta-Analysis
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  Data: <searchLink fieldCode="AR" term="%22Krause%2C+Amanda%22">Krause, Amanda</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3576-1489">0000-0002-3576-1489</externalLink>)<br /><searchLink fieldCode="AR" term="%22Smith%2C+J%2E+David%22">Smith, J. David</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22School+Mental+Health%22"><i>School Mental Health</i></searchLink>. Jun 2022 14(2):306-327.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Bullying%22">Bullying</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Conflict%22">Conflict</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Victims%22">Victims</searchLink><br /><searchLink fieldCode="DE" term="%22Aggression%22">Aggression</searchLink>
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  Data: 10.1007/s12310-021-09483-1
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  Data: The relationship between teachers and students plays a critical role in the psychosocial development of children and youth. The literature documents numerous studies over several decades that have examined links between teacher-student relationships (TSRs) and bullying perpetration and victimization among students. The present meta-analytic study provides a definitive summary of the size and the direction of the association between these variables. We synthesized the results of 18 quantitative studies (n = 20 029) that examined the association between TSR conflict and involvement in peer aggression and bullying (both perpetration and victimization) in school. Results revealed a significant positive effect of moderate size between TSR conflict and both bullying perpetration and victimization. Three moderators (grade level, informant, and scale quality) were assessed for their effects on the association between TSR conflict and peer aggression involvement. Results revealed a stronger association between bullying involvement (both bullying others and victimization) and TSR conflict (a) among elementary school students (versus secondary students), (b) when based on observer reports (versus self-reports), and (c) when researchers used well-established measures (versus new measures) of the variables. These results highlight the interconnectedness of students' relationship experiences with their teachers and their interactions in peer networks at school, and they underscore the need to consider both aspects in comprehensive climate and bullying prevention initiatives in schools.
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      – SubjectFull: Aggression
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