ArticleJournal of youth and adolescence2026
How is Congruence in Teacher-Student Relationships and Student-Student Relationships Linked to Bullying Victimization and Bullying Perpetration Among Left-Behind Children in Rural China?
Article in Journal of youth and adolescence, 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
Both teacher-student relationships and student-student relationships are beneficial in reducing children's bullying victimization and perpetration. However, little is known about how congruence in two school-based relationship systems is linked to left-behind children's bullying victimization and bullying perpetration. The sample comprised 1346 left-behind children in rural China, including 735 boys and 611 girls. The mean ages were 11.97 years (SD = 0.85). The current study aimed to examine how the congruence and incongruence across two key school-based relationship systems jointly impacted bullying victimization and perpetration through polynomial regression and response surface analysis. The congruent effect revealed that children who had positive relationships with both teachers and classmates had lower levels of bullying victimization and perpetration than those with negative relationships in both domains. The effect of the direction of incongruence revealed that compared to children with positive teacher-student relationships yet negative student-student relationships, children with negative teacher-student relationships yet positive student-student relationships tended to exhibit lower levels of bullying victimization and perpetration, suggesting that student-student relationships play a more crucial role in reducing their likelihood of bullying victimization and perpetration. Moreover, sex moderated the effects of congruence and incongruence across two school-based relationships on children's bullying victimization, not bullying perpetration. The negative slope of the congruence line for bullying victimization was stronger for boys. The positive slope of the incongruence line was stronger for girls. Notably, when girls perceived negative student-student coupled with positive teacher-student relationships, they experienced the highest levels of bullying victimization. These findings illuminate the significance of examining (in)congruence across two key school-based relationship systems and highlighting the complexity of children's bullying victimization and perpetration.
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