ArticleFrontiers in psychology2026
School bullying and social-emotional competence: the mediating role of teacher-student relationships.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Objective: To investigate how both school bullying and victimization affects social-emotional competence among Chinese preadolescents and early adolescents, with a specific focus on the potential mediating effect of teacher-student relationships. Methods: The School Bullying, Social-Emotional Competence, and Teacher-Student Relationship Questionnaires were distributed to 1,760 primary and secondary school students. Results: The findings are as follows: (1) School bullying had significant negative associations with teacher-student relationships and students' social-emotional competence. (2) Teacher-student relationships were significantly positively associated with students' social-emotional competence. (3) Both bullying and victimization could directly affect social-emotional competence, indirectly affect social-emotional competence through teacher-student relationships (effect size was 31.35, 18.54%, respectively). Conclusion: To mitigate the negative impact of school bullying on social-emotional competence, an intervention system should be established to restore deteriorated teacher-student relationships.
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