Infl uence of bullying and teacher-student relationship on school engagement: Analysis of an explanatory model
Palabras clave:
Bullying, Interpersonal relations, InvolvementResumen
The present study investigated the infl uence of bullying involvement and teacher-student relationship on school engagement, through the analysis of an explanatory model. For this, 426 students (from 6th to 9th grades) from four public schools located in a city in the state of São Paulo, Brazil, answered the Escala de Violência Escolar – Versão Estudante (School Violence Scale – Student Version), the Escala de Relação Professor-Aluno (Teacher – Student Relationship Scale) and the School Engagement Scale. Results from a Path Analysis indicated that bullying involvement has a direct negative impact on school engagement, and that teacher-student relationship has a direct positive impact on school engagement. Moreover, teacher-student relationship may mediate the negative effects of bullying on school engagement. These data confi rm the importance of positive social relationships in school for student engagement. However, the proposed model explains 32% of the variance of school engagement, indicating that other variables not investigated in this study may also be relevant.
Descargas
Citas
Albuquerque, P. P., Williams, L. C. A., & D’Affonseca, S. M. (2013). Efeitos tardios do bullying e Transtorno de Estresse Pós-Traumático: uma revisão crítica. Psicologia: Teoria e Pesquisa, 29(1), 91-98. http://dx.doi.org/10.1590/S0102-37722013000100011
Archambault, I., Pagani, L. S., & Fitzpatrick, C. (2013). Transactional associations between classroom engagement and relations with teachers from first through fourth grade. Learning and Instruction, 23, 1-9. http://dx.doi.org/10.1016/j.learninstruc.2012.09.003
Berger, K. S. (2007). Update on bullying at school: Science forgotten? Developmental Review, 27(1), 90-126. http://dx.doi.org/10.1016/j.dr.2006.08.002
Brito, C. C., & Oliveira, M. T. (2013). Bullying e autoestima em adolescentes de escolas públicas. Jornal de Pediatria, 89(6), 601-607. http://dx.doi.org/10.1016/j.jped.2013.04.001
Cunha, J. M. (2012). O papel moderador de docentes na associação entre violência escolar e ajustamento acadêmico (Dissertação de mestrado não-publicada). Universidade Federal do Paraná, Curitiba.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. http://dx.doi.org/10.310 2/00346543074001059
Fredricks, J. A., Blumenfeld, P. C., Friedel, J., & Paris, A. (2005). School engagement. In K. A. Moore, & L. Lippman (Eds.), What do children need to flourish? Conceptualizing and measuring indicators of positive development (pp.305-321). New York: Kluwer Academic/Plenum Press.
Fundação do Sistema Estadual de Análise de Dados [SEAD]. (2010). Índice Paulista de Vulnerabilidade Social (IPVS): Versão 2010. Recuperado em dezembro 22, 2016, de http://indices-ilp.al.sp.gov.br/view/index.php?prodCod=2
Gladden, R. M., Vivolo-Kantor, A. M., Hamburger, M. E., & Lumpkin, C. D. (2014). Bullying surveillance among youths: Uniform definitions for public health and recommended data elements. Atlanta: Centers for Disease Control and Prevention.
Hamre, B. K., Pianta, R. C., Downer, J. T., & Mashburn, S. J. (2008). Teachers’ perceptions of conflict with young students: Looking beyond problem behaviors. Social Development, 17(1), 115-136. http://dx.doi.org/10.1111/j.1467-9507.2007.00418.x
Iyer, R. V., Kochenderfer-Ladd, B., Eisenberg, N., & Thompson, M. (2010). Peer victimization and effortful control: Relations to school engagement and academic achievement. Merril-Palmer Quarterly, 56(3), 361-387. http://dx.doi.org/10.1353/mpq.0.0058
Kline, R. B. (2010). Principles and practice of structural equation modeling (3rd ed.). New York: Guilford Press. Lamas, K. C. A., Freitas, E. R., & Barbosa, A. J. G. (2013). Bullying e relação professor-aluno: percepções de estudantes do Ensino Fundamental. Psico, 44(2), 263-272.
Li, Y., & Lerner, R. M. (2013). Interrelations of behavioral, emotional, and cognitive school engagement in High School students. Journal of Youth Adolescence, 42(1), 20-32. http://dx.doi.org/10.1007/s10964-012-9857-5
Malta, D. C., Porto, D. L., Crespo, C. D., Silva, M. M. A., Andrade, S .S. C., Mello, F. C. M., ... Silva, M. A. I. (2014). Bullying em escolares brasileiros: análise da Pesquisa Nacional de Saúde do Escolar (PeNSE 2012). Revista Brasileira de Epidemiologia, 17(1), 92-105. http://dx.doi.org/10.1590/1809-4503201400050011
Mehta, S. B., Cornell, D., Fan, X., & Gregory, A. (2013). Bullying climate and school engagement in ninthgrade students. Journal of School Health, 83(1), 45-52. http://dx.doi.org/10.1111/j.1746-1561.2012.00746.x
Olweus, D. (1993). Bullying at school: What we know and what we can do. Cambridge: Backwell.
Organisation for Economic Co-operation and Development (2013). PISA 2012 Results: Ready to learn: nStudents’ engagement, drive and self-beliefs (Vol. 3). Pisa: OECD Publishing. http://dx.doi.org/10.1787/9789264201170-en
Orpinas, P., & Horne, A. M. (2006). Bullies and victims: A challenge for schools. In J. R. Lutzker (Ed.), Preventing violence: Research and evidence-based intervention strategies (pp.147-165). Washington, DC: American Psychological Association.
Penrose, R. (2009). Teacher-student relationship (Unpublished master’s thesis). California State University, Sacramento, United States.
Portilla, X. A., Ballard, P. J., Adler, N. E., Boyce, W. T., & Obradovic, J. (2014). An integrative view of school functioning: Transactions between self-regulation, school engagement, and teacher-child relationship quality. Child Development, 85(5), 1915-1931. http://dx.doi.org/10.1111/cdev.12259
Rech, R. R., Halpern, R., Tedesco, A., & Santos, D. F.(2013). Prevalence and characteristics of victims and perpetrators of bullying. Jornal de Pediatria, 89(2), 164-170. http://dx.doi.org/10.1016/j.jped.2013.03.006
Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher-student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493-529. http://dx.doi.org/10.3102/0034654311421793
Stelko-Pereira, A. C., Williams, L. C. A., & Freitas, L. C. (2010). Validade e consistência interna do questionário de investigação de prevalência de violência escolar: versão estudantes. Avaliação Psicológica, 9(3), 403-411.
Totura, C. M. W., Karver, M. S., & Gesten, E. L. (2014). Psychological distress and student engagement as mediators of the relationship between peer victimization and achievement in Middle School youth. Journal of Youth Adolescence, 43(1), 40-52. http://dx.doi.org/10.1007/s10964-013-9918-4
Valle, J. E., Stelko-Pereira, A. C., Sá, L. G. C., & Williams, L. C. A. (2015). Bullying, vitimização por funcionários e depressão: relações com o engajamento emocional escolar. Psicologia Escolar e Educacional, 19(3), 463-473. http://dx.doi.org/10.1590/2175-3539/2015/0193872
Williams, L. C. A., & Stelko-Pereira, A. C. (2013). Por fora bela viola: pesquisa e intervenção sobre cyberbullying. In C. N. Abreu, E. Eisenstein, & S. G. B. Estefenon (Orgs.), Vivendo esse mundo digital: impactos na saúde, na educação e nos comportamentos sociais (pp.49-59). Porto Alegre: Artmed.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2023 Jessica Elena VALLE, Ana Carina STELKO-PEREIRA, Evandro Morais PEIXOTO, Lucia Cavalcanti de Albuquerque WILLIAMS
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.