Infl uence of bullying and teacher-student relationship on school engagement: Analysis of an explanatory model

Detalhes bibliográficos
Autor(a) principal: VALLE, Jessica Elena
Data de Publicação: 2023
Outros Autores: STELKO-PEREIRA, Ana Carina, PEIXOTO, Evandro Morais, WILLIAMS, Lucia Cavalcanti de Albuquerque
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Estudos de Psicologia (Campinas)
Texto Completo: https://periodicos.puc-campinas.edu.br/estpsi/article/view/7476
Resumo: 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.
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spelling Infl uence of bullying and teacher-student relationship on school engagement: Analysis of an explanatory modelInfluência do “bullying” e da relação professor-aluno no engajamento escolar: análise de um modelo explicativoBullyingInterpersonal relationsInvolvementBullyingRelações interpessoaisEnvolvimentoThe 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.O presente estudo investigou a influência do envolvimento em “bullying” e da relação professor-aluno no engajamento escolar. Para isso, 426 alunos de 6º a 9º ano do Ensino Fundamental, de quatro escolas públicas do interior do estado de São Paulo, responderam a três instrumentos: Escala de Violência Escolar – Versão Estudante, Escala de Relação Professor-Aluno e School Engagement Scale (Escala de Engajamento Escolar). Foi realizada Análise de Trajetórias e notou-se que o envolvimento em “bullying” tem impacto negativo direto no engajamento escolar, ao passo que a relação professor-aluno tem impacto positivo direto nessa esfera. Adicionalmente, a relação professor-aluno pode mediar os efeitos negativos da autoria e da vitimização por “bullying” no engajamento escolar. Esses dados confirmam a importância de relacionamentos sociais positivos na escola para o engajamento dos alunos. Contudo, o modelo proposto explica 32% da variância do engajamento escolar, indicando que outras variáveis não investigadas também podem ser relevantes.Núcleo de Editoração - PUC-Campinas2023-02-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.puc-campinas.edu.br/estpsi/article/view/7476Psychological Studies; Vol. 35 No. 4 (2018): Estudos de Psicologia (Campinas)Estudos de Psicologia; Vol. 35 Núm. 4 (2018): Estudos de Psicologia (Campinas)Estudos de Psicologia; v. 35 n. 4 (2018): Estudos de Psicologia (Campinas)1982-0275reponame:Estudos de Psicologia (Campinas)instname:Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)instacron:PUC_CAMPenghttps://periodicos.puc-campinas.edu.br/estpsi/article/view/7476/5026Copyright (c) 2023 Jessica Elena VALLE, Ana Carina STELKO-PEREIRA, Evandro Morais PEIXOTO, Lucia Cavalcanti de Albuquerque WILLIAMShttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessVALLE, Jessica ElenaSTELKO-PEREIRA, Ana CarinaPEIXOTO, Evandro MoraisWILLIAMS, Lucia Cavalcanti de Albuquerque2023-02-24T15:24:53Zoai:ojs.periodicos.puc-campinas.edu.br:article/7476Revistahttps://seer.sis.puc-campinas.edu.br/seer/index.php/estudosPRIhttps://seer.sis.puc-campinas.edu.br/seer/index.php/estudos/oaisbi.ne_estpsi@puc-campinas.edu.br||estudosdepsicologia@puc-campinas.edu.br||psychologicalstudies@puc-campinas.edu.br1982-02750103-166Xopendoar:2023-02-24T15:24:53Estudos de Psicologia (Campinas) - Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)false
dc.title.none.fl_str_mv Infl uence of bullying and teacher-student relationship on school engagement: Analysis of an explanatory model
Influência do “bullying” e da relação professor-aluno no engajamento escolar: análise de um modelo explicativo
title Infl uence of bullying and teacher-student relationship on school engagement: Analysis of an explanatory model
spellingShingle Infl uence of bullying and teacher-student relationship on school engagement: Analysis of an explanatory model
VALLE, Jessica Elena
Bullying
Interpersonal relations
Involvement
Bullying
Relações interpessoais
Envolvimento
title_short Infl uence of bullying and teacher-student relationship on school engagement: Analysis of an explanatory model
title_full Infl uence of bullying and teacher-student relationship on school engagement: Analysis of an explanatory model
title_fullStr Infl uence of bullying and teacher-student relationship on school engagement: Analysis of an explanatory model
title_full_unstemmed Infl uence of bullying and teacher-student relationship on school engagement: Analysis of an explanatory model
title_sort Infl uence of bullying and teacher-student relationship on school engagement: Analysis of an explanatory model
author VALLE, Jessica Elena
author_facet VALLE, Jessica Elena
STELKO-PEREIRA, Ana Carina
PEIXOTO, Evandro Morais
WILLIAMS, Lucia Cavalcanti de Albuquerque
author_role author
author2 STELKO-PEREIRA, Ana Carina
PEIXOTO, Evandro Morais
WILLIAMS, Lucia Cavalcanti de Albuquerque
author2_role author
author
author
dc.contributor.author.fl_str_mv VALLE, Jessica Elena
STELKO-PEREIRA, Ana Carina
PEIXOTO, Evandro Morais
WILLIAMS, Lucia Cavalcanti de Albuquerque
dc.subject.por.fl_str_mv Bullying
Interpersonal relations
Involvement
Bullying
Relações interpessoais
Envolvimento
topic Bullying
Interpersonal relations
Involvement
Bullying
Relações interpessoais
Envolvimento
description 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.
publishDate 2023
dc.date.none.fl_str_mv 2023-02-24
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.puc-campinas.edu.br/estpsi/article/view/7476
url https://periodicos.puc-campinas.edu.br/estpsi/article/view/7476
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv https://periodicos.puc-campinas.edu.br/estpsi/article/view/7476/5026
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Núcleo de Editoração - PUC-Campinas
publisher.none.fl_str_mv Núcleo de Editoração - PUC-Campinas
dc.source.none.fl_str_mv Psychological Studies; Vol. 35 No. 4 (2018): Estudos de Psicologia (Campinas)
Estudos de Psicologia; Vol. 35 Núm. 4 (2018): Estudos de Psicologia (Campinas)
Estudos de Psicologia; v. 35 n. 4 (2018): Estudos de Psicologia (Campinas)
1982-0275
reponame:Estudos de Psicologia (Campinas)
instname:Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)
instacron:PUC_CAMP
instname_str Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)
instacron_str PUC_CAMP
institution PUC_CAMP
reponame_str Estudos de Psicologia (Campinas)
collection Estudos de Psicologia (Campinas)
repository.name.fl_str_mv Estudos de Psicologia (Campinas) - Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)
repository.mail.fl_str_mv sbi.ne_estpsi@puc-campinas.edu.br||estudosdepsicologia@puc-campinas.edu.br||psychologicalstudies@puc-campinas.edu.br
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