ArticleBehavioral sciences (Basel, Switzerland)2024
Breaking the Cycle: Perceived Control and Teacher-Student Relationships Shield Adolescents from Bullying Victimization over Time.
Article in Behavioral sciences (Basel, Switzerland), 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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1 citing paper in PubMed.
- From career exploration to experiencing well-being: the psychological mechanisms of university students' career development.Frontiers in psychology · 2026Article
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6 authors.
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Abstract
backgroundBullying victimization remains a grave issue in early adolescence. However, existing research often lacks a longitudinal perspective and sufficient attention to protective factors, particularly the dynamic role of teacher-student relationships.
objectiveThis study explores the longitudinal protective mechanisms against bullying victimization, focusing on the roles of perceived control and teacher-student relationships.
methodsA sample of 1454 adolescents (mean age = 13.63 years,
resultsBoth perceived control and teacher-student relationships showed a consistent increase over time, while bullying victimization declined over time. The intercept of perceived control negatively predicted the intercept of bullying victimization, with this relationship mediated by the intercept of teacher-student relationships. Furthermore, the slope of perceived control affected the slope of bullying victimization solely through the slope of teacher-student relationships.
conclusionsThese findings highlight that perceived control serves as a stable protective factor against bullying, while strong teacher-student relationships can further reduce bullying victimization. Enhancing students' perceived control and fostering supportive teacher-student relationships should be key components of anti-bullying interventions.
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