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The Interconnected School Context: Meta-Analyses of the Associations between Peer Aggression Involvement and Teacher-Student Relationship Closeness

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Title: The Interconnected School Context: Meta-Analyses of the Associations between Peer Aggression Involvement and Teacher-Student Relationship Closeness
Language: English
Authors: Krause, Amanda (ORCID 0000-0002-3576-1489), David Smith, J.
Source: School Psychology International. Aug 2023 44(4):396-446.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 51
Publication Date: 2023
Document Type: Journal Articles
Information Analyses
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Peer Relationship, Aggression, Teacher Student Relationship, Student Behavior, Elementary Secondary Education, Victims, Incidence
DOI: 10.1177/01430343221138038
ISSN: 0143-0343
1461-7374
Abstract: A growing body of literature has documented the contribution of teacher-student relationship quality to both persistence and reduction in peer aggression incidents in the school context. The research literature indicates that students who are involved in peer aggression also tend to experience lower levels of closeness in their relationships with their teachers. However, these study results have not yet been aggregated, and the size and direction of effects remains unclear. In the present study we quantitatively synthesized 66 individual studies (Nstudents = 352,376) in two meta-analyses by aggregating cross-sectional associations between peer aggression involvement and teacher-student relationship closeness that have been reported in the literature over the last 20 years. A small, negative, and significant association was found between perpetration and victimization and teacher-student relationship closeness, indicating that students who experience greater involvement in peer aggression also have relationships with their teachers that are lacking in closeness. Three moderator analyses were also conducted. No moderating effect was found for school level or measure type; however, a significant moderating effect was found for informant type. The results from the meta-analyses lead to direct recommendations for practice regarding how we can best support students' psychosocial development in the school context.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1384842
Database: ERIC
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  Data: The Interconnected School Context: Meta-Analyses of the Associations between Peer Aggression Involvement and Teacher-Student Relationship Closeness
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  Data: <searchLink fieldCode="AR" term="%22Krause%2C+Amanda%22">Krause, Amanda</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3576-1489">0000-0002-3576-1489</externalLink>)<br /><searchLink fieldCode="AR" term="%22David+Smith%2C+J%2E%22">David Smith, J.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22School+Psychology+International%22"><i>School Psychology International</i></searchLink>. Aug 2023 44(4):396-446.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Journal Articles<br />Information Analyses<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Aggression%22">Aggression</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Victims%22">Victims</searchLink><br /><searchLink fieldCode="DE" term="%22Incidence%22">Incidence</searchLink>
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  Data: 10.1177/01430343221138038
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  Data: A growing body of literature has documented the contribution of teacher-student relationship quality to both persistence and reduction in peer aggression incidents in the school context. The research literature indicates that students who are involved in peer aggression also tend to experience lower levels of closeness in their relationships with their teachers. However, these study results have not yet been aggregated, and the size and direction of effects remains unclear. In the present study we quantitatively synthesized 66 individual studies (Nstudents = 352,376) in two meta-analyses by aggregating cross-sectional associations between peer aggression involvement and teacher-student relationship closeness that have been reported in the literature over the last 20 years. A small, negative, and significant association was found between perpetration and victimization and teacher-student relationship closeness, indicating that students who experience greater involvement in peer aggression also have relationships with their teachers that are lacking in closeness. Three moderator analyses were also conducted. No moderating effect was found for school level or measure type; however, a significant moderating effect was found for informant type. The results from the meta-analyses lead to direct recommendations for practice regarding how we can best support students' psychosocial development in the school context.
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Incidence
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