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Objective: Violence directed against teachers is a public health issue that warrants attention in research and practice. There is a growing literature on teacher-directed violence that has examined the prevalence of these incidents, yet there is considerable variation across studies. There is a need for a systematic and comprehensive review to assess the extent of the problem. Method: In the current study, we identified 5,337 articles through our initial screening process, and our final analysis included 24 studies that met criteria for this meta-analysis. We examined prevalence of violence perpetrated against teachers by students and how these rates varied by reporting time frame, reporter, and type of violence. Results: The prevalence of any type of teacher-reported violence victimization within ≤2 years ranged from 20% to 75% with a pooled prevalence of 53%. The prevalence according to a career time frame was lower, ranging from 32% to 40% with a pooled prevalence of 37.79%. Results also show variation in prevalence according to victimization type (e.g., physical attacks or theft of personal property), with lower prevalence rates for more intrusive types of victimization. Conclusions: This study represents the first meta-analysis investigating the prevalence of student violence directed against teachers. Findings provide evidence of the high rate of violence directed toward teachers, especially when accounting for both physical and nonphysical forms of violence. Teacher victimization appears to be an international problem, suggesting that the discourse by policymakers and practitioners should be framed within an international context while also considering local nuances.

The aim of the study is to investigate the association between Instagram popularity and subjective happiness, and to test the mediating roles of cyber victimization and social media addiction. Methods: We recruited a sample of middle school students (N = 345; 49% males, age M: 13.31 years; SD = 1.42; range = 11-16) who reported having an active Instagram account. We collected the following data: sociodemographic data, Instagram activity indicators and followers/following counts, perceived social media addiction, cyber victimization, and subjective happiness. Results: Adolescents' followers count showed a negative indirect effect on subjective happiness via an increase in social media addiction and exposure to cyber victimization. In contrast, the following counts of adolescents show a positive indirect effect on subjective happiness via a decrease in social media addiction and exposure to cyber victimization. Conclusions: Findings seem to indicate that as adolescents become more popular on Instagram (i.e., as their followers count increases), it also increases the risk that they might develop a behavior addiction to Instagram use, and experience cyber aggressions, which in turn may have a negative impact on their psychological wellbeing. Instead, adolescents whose activity on Instagram is more passive, and less dominated by digital status seeking behaviors, may be less exposed to these negative consequences. Limits and future directions are discussed.

The sample was recruited online (145 men with a mean age of 30.0 years) and participants were asked to fill out the Muscle Dysmorphic Disorder Inventory (MDDI), Symptom Cheklist-90-R (SCL-90-R), Dissociative Experiences Scale (DES-II), and to provide other socio-demographic data. Bodybuilders at risk of muscle dysmorphia display greater global psychopathology and present higher scores on all SCL-90-R dimensions when compared to bodybuilders not at risk of muscle dysmorphia. Furthermore, risk of muscle dysmorphia is positively associated to dissociative symptoms. The Competitiveness dimension and anabolic steroid intake were not related to muscle dysmorphia, while age appeared to be more significant. Findings are discussed based upon previous studies and directions for future research are suggested.

Background The current research investigated the association between teacher–student relationship (both teacher‐perceived and student‐perceived relationship quality) and students’ prosocial behaviours, as well as the mediating roles of students’ attitudes towards school and perceived academic competence in this association. Sample Four hundred and fifty‐nine Italian primary students (aged 4–9, Mage = 7.05, SDage = 1.37) and 47 teachers (aged 26–60, Mage = 48.35, SDage = 8.13) participated and finished all the questionnaires and scales. Methods Multiple regression analyses and bootstrapping analyses were employed to test the direct and the mediating effects between the teacher/student‐perceived relationship and students’ prosocial behaviours. Results Results indicated that (1) teacher–student relationship was positively associated with students’ prosocial behaviour; and (2) students’ attitudes towards school could significantly mediate the association between teacher/student‐perceived relationship and students’ prosocial behaviours. Conclusions Our understanding of how teacher–student relationship helps to enhance students’ prosocial behaviours, as well as the intervention programmes that aim to enhance students’ prosocial behaviours, may benefit from these findings.

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