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Bullying, Cyberbullying, and Adoption: What Is the Role of Student-Teacher Connectedness?

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Title: Bullying, Cyberbullying, and Adoption: What Is the Role of Student-Teacher Connectedness?
Language: English
Authors: Paniagua, Carmen (ORCID 0000-0002-8953-736X), García-Moya, Irene (ORCID 0000-0002-5377-315X), Sánchez-Queija, Inmaculada (ORCID 0000-0002-4688-4206), Moreno, Carmen (ORCID 0000-0002-1660-7072)
Source: School Psychology. Sep 2022 37(5):367-377.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 11
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Descriptors: Bullying, Computer Mediated Communication, Adoption, Teacher Student Relationship, Adolescents, Foreign Countries
Geographic Terms: Spain
DOI: 10.1037/spq0000508
ISSN: 2578-4218
2578-4226
Abstract: Bullying and cyberbullying have rarely been studied among the adoptive population, although the few studies available show adopted students frequently experience these phenomena. To address this research gap, this article examined potential differences in bullying and cyberbullying between domestic adoptees, intercountry adoptees, and nonadopted students, paying separate attention to frequent and occasional victimization and perpetration experiences. In addition, the aims of the article include analyzing student--teacher connectedness in these groups and exploring its potential protective role for the aforementioned bullying and cyberbullying experiences. The sample consists of 541 adopted adolescents (67.1% intercountry adoptees and 32.9% domestic adoptees) and 582 nonadopted adolescents aged 11-18 years who had participated in the 2017/2018 edition of the Health Behaviour in School-aged Children (HBSC) study in Spain. Results show that the likelihood of involvement in bullying and cyberbullying (either victimization or perpetration) was lower for the nonadopted group, whereas domestic adoptees were significantly more likely to report these experiences. Furthermore, student--teacher connectedness was lower among domestic adoptees compared to their nonadopted peers. Finally, teacher connectedness was consistently associated with a lower likelihood of frequent bullying and cyberbullying victimization, and of both occasional and frequent cyberbullying perpetration. Overall, our findings are consistent with an increased risk of bullying and cyberbullying among domestic adoptees and a predominantly consistent protective role of student-teacher connectedness, although differences depending on the specific kind of experience deserve further examination in future research.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1372235
Database: ERIC
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  Data: Bullying, Cyberbullying, and Adoption: What Is the Role of Student-Teacher Connectedness?
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  Data: <searchLink fieldCode="AR" term="%22Paniagua%2C+Carmen%22">Paniagua, Carmen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8953-736X">0000-0002-8953-736X</externalLink>)<br /><searchLink fieldCode="AR" term="%22García-Moya%2C+Irene%22">García-Moya, Irene</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5377-315X">0000-0002-5377-315X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sánchez-Queija%2C+Inmaculada%22">Sánchez-Queija, Inmaculada</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4688-4206">0000-0002-4688-4206</externalLink>)<br /><searchLink fieldCode="AR" term="%22Moreno%2C+Carmen%22">Moreno, Carmen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1660-7072">0000-0002-1660-7072</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22School+Psychology%22"><i>School Psychology</i></searchLink>. Sep 2022 37(5):367-377.
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
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  Data: 11
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  Data: 2022
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Bullying%22">Bullying</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Adoption%22">Adoption</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
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  Data: 10.1037/spq0000508
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  Data: 2578-4218<br />2578-4226
– Name: Abstract
  Label: Abstract
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  Data: Bullying and cyberbullying have rarely been studied among the adoptive population, although the few studies available show adopted students frequently experience these phenomena. To address this research gap, this article examined potential differences in bullying and cyberbullying between domestic adoptees, intercountry adoptees, and nonadopted students, paying separate attention to frequent and occasional victimization and perpetration experiences. In addition, the aims of the article include analyzing student--teacher connectedness in these groups and exploring its potential protective role for the aforementioned bullying and cyberbullying experiences. The sample consists of 541 adopted adolescents (67.1% intercountry adoptees and 32.9% domestic adoptees) and 582 nonadopted adolescents aged 11-18 years who had participated in the 2017/2018 edition of the Health Behaviour in School-aged Children (HBSC) study in Spain. Results show that the likelihood of involvement in bullying and cyberbullying (either victimization or perpetration) was lower for the nonadopted group, whereas domestic adoptees were significantly more likely to report these experiences. Furthermore, student--teacher connectedness was lower among domestic adoptees compared to their nonadopted peers. Finally, teacher connectedness was consistently associated with a lower likelihood of frequent bullying and cyberbullying victimization, and of both occasional and frequent cyberbullying perpetration. Overall, our findings are consistent with an increased risk of bullying and cyberbullying among domestic adoptees and a predominantly consistent protective role of student-teacher connectedness, although differences depending on the specific kind of experience deserve further examination in future research.
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  Data: 2023
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        Value: 10.1037/spq0000508
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      – Text: English
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        Type: general
      – SubjectFull: Computer Mediated Communication
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      – SubjectFull: Adoption
        Type: general
      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Adolescents
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Spain
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