Student-teacher relationships have been shown to influence bullying-related behaviors in students. This study considered the moderating role of students' social statuses in the classroom. The study sample included 435 students (48.7% females) taken from 18 Italian middle-school classrooms (i.e., sixth to eighth grade). A multigroup path analysis approach was employed to examine whether the effects of the student-teacher relationships on bullying-related behaviors differed among social statuses. The results showed that perceived conflict with the teacher was shown to have a significant positive effect on students' engagement in active bullying for students from all the statuses, except for neglected students. In particular, this effect was more relevant for rejected students. The results showed that social status and student-teacher relationships integrate and shed light on which roles are taken by young adolescents in school bullying, highlighting that it is important for the teachers to recognize these students.A growing body of literature documents the effects of student-teacher relationships (STRs) on students' development (e.g., Hamre & Pianta, 2001). The quality of student-teacher relationships has been recognized as having a positive influence on students' behaviors (e.g.,
Background School bullying is a widespread phenomenon across the world, which involves bystanders who take on various roles. Motivation to defend victims is important to investigate because it helps us devise better, evidence-based, anti-bullying interventions. Objective We aimed to determine whether students' behavioral and emotional strengths and difficulties and student-teacher relationships were associated with different types of motivation to defend victims of bullying. The hypotheses were (1) emotional and behavioral difficulties will be associated with less autonomous and introjected motivation to defend and greater extrinsic motivation to defend and (2) close student-teacher relationships will be associated with greater autonomous motivation to defend, and less extrinsic motivation to defend. Method Data were collected from 483 Swedish early adolescents who completed a survey in their classrooms. Results Results showed that, among boys and girls, close student-teacher relationships were positively associated with autonomous motivation and negatively associated with extrinsic motivation to defend, while negative expectations concerning teachers were associated with all forms of motivation to defend. Emotional and behavioral difficulties were only associated with introjected motivation to defend among girls. Furthermore, extrinsic motivation to defend was associated with the interactions between individual differences in behavioral and emotional difficulties and negative expectations. Conclusions Adolescents who are more occupied with wanting to have a better relationship with their teachers might be motivated to be involved in good social relationships with others. The results also indicate that closeness in student-teacher relationships is important for greater autonomous motivation to defend victims during bullying.
Although the scribbling stage of drawing has been historically regarded as meaningless and transitional, a sort of prelude to the “actual” drawing phase of childhood, recent studies have begun to re-evaluate this important moment of a child's development and find meaning in what was once considered mere motor activity and nothing more. The present study analyzes scribbling in all its subphases and discovers a clear intention behind young children's gestures. From expressing the dynamic qualities of an object and the child's relationship with it, to gradually reducing itself to a simple contour of a content no more “alive” on the paper, but only in the child's own imagination, we trace the evolution of the line as a tool that toddlers use to communicate feelings and intentions to the world that surrounds them. We will provide a selected number of graphical examples that are representative of our theory. These drawings (13 in total) were extracted from a much wider sample derived from our studies on children's graphical-pictorial abilities, conducted on children aged 0–3 years in various Italian nurseries. Our results appear to indicate that scribbling evolves through a series of stages, and that early graphical activity in children is sparked and maintained by their relationship with their caregivers and the desire to communicate with them.
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