ArticleFrontiers in psychology2020
Perceived Teacher Responses to Bullying Influence Students' Social Cognitions.
Article in Frontiers in psychology, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
What it found
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Who cites it
9 citing papers in PubMed, 34 citations in OpenAlex.
- Teacher support and bullying victimization among Chinese migrant children: the mediating role of trait emotional intelligence and the moderating role of gender.Frontiers in psychology · 2026Article
- School bullying and social-emotional competence: the mediating role of teacher-student relationships.Frontiers in psychology · 2026Article
- Childhood emotional abuse and adolescent anxiety: a moderated mediation model of bullying victimization, perceived teacher legitimacy, and negative legal emotion.Frontiers in psychology · 2026Article
- Cross-lagged analyses between peer bullying, teacher-student relationships, and non-suicidal self-injury among high school students.BMC public health · 2025Article
- Perceptions of teachers' responses to children's peer victimization: Agreement (and lack of agreement) among teachers and students.Journal of school psychology · 2024Article
- Psychometric Validation of the Adult Prosocialness Behavior Scale in a Professional Teaching Context.Behavioral sciences (Basel, Switzerland) · 2023Article
- Bystanders of ethnic victimization: Do classroom context and teachers' approach matter for how adolescents intend to act?Child development · 2022Article
- Non-Normality as a Predictor of Participation in Bullying: Valuation in Victims and Aggressors.International journal of environmental research and public health · 2022Article
- When do bystanders get help from teachers or friends? Age and group membership matter when indirectly challenging social exclusion.Frontiers in psychology · 2022Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors at 2 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Teachers' responses to bullying incidents are key in bullying intervention at school. Scholars have suggested that teacher responses can predict student cognitions that are associated with their bullying behaviors. However, little is known about whether and how teacher responses affect these cognitions. Therefore, the current study investigated the effects of four immediate teacher responses on four bullying-related student cognitions, using an experimental vignette design. Additionally, it was examined whether students' own participant role behaviors in actual bullying moderated these effects. The investigated teacher responses were non-response, comforting the victim, correcting the bully, and a combination of comforting the victim and correcting the bully. The investigated student cognitions were perceived teacher attitudes toward bullying, perceived teacher moral disengagement regarding bullying, student willingness to report bullying to the teacher and student expectations regarding bullying participant role behaviors in the classroom. Fourth-to-sixth grade students (
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.