Descriptive Features of Student Psychological Maltreatment by Teachers

Fromuth, Mary Ellen; Davis, Teresa L.; Kelly, David B.; Wakefield, Candias

doi:10.1007/s40653-015-0042-3

Cited by 23 publications

(27 citation statements)

References 26 publications

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“…On the other hand, as discussed in other findings, the importance of interdisciplinary studies emerges when we consider that schemes regarding negative behaviors belong to the group of young students who are trying to acquire the adulthood qualifications in adolescence. Moreover, considering that the consequences of being exposed to negative behaviors, especially the outcomes of psychological abuse, emerge in the long term, it is revealed that not only the schemes belonging to the teachers but also to the students and their families need to be differentiated (Emery & Laumann-Billings, 2002;Lewis & Riley;Higgins & McCabe, 2000;Marlow, Goodman, Meltzer, & Ford, 2013;Fromuth, Davis, Kelly, & Wakefield, 2015). Considering the violent behaviors that have become more visible in the school environment in the last decade, resulting in individual and collective deaths of students as a result of students' violence towards other students and teachers (Steffgen, Recchia, & Viechtbauer, 2013;Borofsky, Kellerman, Baucom, Oliver, & Margolin, 2013;Benbenishty, Astor, Roziner, & Wrabel, 2016), it is thought that false protective factor, that is, perceiving the negative behaviors as care and being deemed important deserves to be studied further.…”

Section: Discussionmentioning

confidence: 99%

“…While the effects of physical abuse can be directly observed, the effects of emotional abuse on children/students are more difficult to measure. However, disruption, pause or decline in the psycho-social development process can increase the psycho-social predisposition to many long-term behavior and adaptation problems such as low self-worth, damage to self-esteem, deterioration in interpersonal relationships, and suicidal tendencies (Piekarska, 2000;Marlow, Goodman, Meltzer, & Ford, 2013;Fromuth, Davis, Kelly, & Wakefield, 2015). Naturally, exposure to such negative behaviors leads to a change in attitudes toward learning, in other words, inadequacy of learning (Lewis & Riley, 2009), lack of control over one's own life, learned desperation and hopelessness, and the disbelief that learning or education will make any difference in one's own life, etc., and a decrease in interest and willingness to learn (Snoock, 1999;Sava, 2002;McEachern, Aluede, & Kenny, 2008;Goodboy & Bolkan, 2009).…”

Section: Introductionmentioning

confidence: 99%

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The Effect of Perceived Teacher Behaviors on Students’ Self-Esteem and Attitudes Towards Learning

Ağır¹

2019

JEL

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While it depends on many factors for the teacher to achieve the assumed mission apart from themselves, the quality of the relationship established between the teacher and student is among the prominent factors that enable the student to reach the target behaviors. Considering the role of educational institutions as the protective factor for students and the efficiency of teachers in this process, the main purpose of this research was determined as examining the effect of the perceived teacher behaviors on the self-esteem of students and their attitudes towards learning. 306 students randomly selected from among the 9th, 10th and 11th grades from Anatolian high schools in Kadikoy, Istanbul were applied scales of Perceived Teacher Behaviors, Self-Esteem and Attitudes towards Learning, and the obtained data was analyzed by Pearson Moments Correlation and Regression Analysis techniques. The findings revealed that the perceived teacher attitudes and its sub-dimensions were negatively and weakly correlated with self-esteem, moderately positive and weakly correlated with attitudes toward learning scale sub-dimensions (p < 0.05; p < 0.01). According to results, it was determined that the perceived teacher behaviours negatively affected the self-esteem and positively affected the nature of learning, expectation and openness dimensions in the sub-dimensions of the attitudes towards learning and negatively affected the learning-related anxiety. It was found that while 7% change in self-esteem is explained by Factor 2 (positive teacher behaviors) and this factor negatively affected the self-esteem; Factor 2 on the anxiety dimension of the attitudes about learning and Factor 1 and Factor 3 explaining the behaviors of teachers that are considered within the scope of emotional abuse explain the 15% of the change in anxiety, and that these factors negatively affected anxiety; Factor 1 and Factor 4 (negative teacher behaviors) Factor 2 (positive teacher behaviors) explained 19% of the change in the dimension of openness to learning, and these factors had a negative effect on the dimension of openness.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Effect of Perceived Teacher Behaviors on Students’ Self-Esteem and Attitudes Towards Learning

Ağır¹

2019

JEL

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“…One thing that is clear from the existing literature, and from the data reviewed is that verbal abuse does not occur solely because of bad teachers, or because teachers mean students harm. Teachers are, like all humans, complex creatures with varied facets of their emotional and psychological makeup (Fromuth, Davis, Kelly, & Wakefield, 2015). Much like the students they teach, teachers have good and bad days, and can exhibit both good and bad behaviour, frequently within the same class.…”

Section: Why Does Verbal Abuse Occur?mentioning

confidence: 99%

“…Teachers, parents and administrators all need to be made aware of the seriousness of the consequences of verbal abuse. What may be a momentary lapse in judgement for a teacher can become a life-long source of impairment for a student (Fromuth, et al, 2015). Teachers need to be given the training to deal effectively with issues of personal frustration and classroom discipline, and administrators need to properly supervise and work with the teachers in their schools to ensure that they are not committing acts of abuse.…”

Section: Why Does Verbal Abuse Occur?mentioning

confidence: 99%

Respecting students: Abusive classroom teacher verbal behaviour

Hogan

Ricci

Ryan

2019

JPR

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This qualitative study examined classroom Teachers verbal abuse by reviewing a sample of the decisions of the discipline committee of the Ontario College of Teachers (OCT). Data were collected from the Canadian Legal Information Institute (CANLII) online database, which provided a record of all the OCT discipline committee decisions, with supplementary data from Professionally Speaking, the magazine of the OCT, as well as the OCT's website. Data revealed that verbal abuse is present in Ontario classrooms, and measured responses and related methods of dealing with teacher misconduct are derisory at best and slowly evolving. Investigated cases of verbal abuse in the classroom were reviewed and illuminated the progress that has been made in dealing with Teacher verbal abuse in schools, while providing suggestions for improvement. Male Teachers are often offenders and the impact on all stakeholders is both lifechanging and serious. In sum, any delay in effectively dealing with complaints and disciplinary matters is unacceptable as it stands and must be fixed to protect students from abuse.

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“…Un elemento crítico del mismo, asociado a la baja frecuencia de acoso entre pares, es una cercana relación entre docentes y estudiantes (Mucherah et al, 2018;Valdés et al, 2018). La percepción de un trato injusto, escaso afecto y compromiso generan relaciones distantes entre estudiantes y docentes (Fromuth, Davis, Kelly, & Wakefield, 2015;Gini, Marino, Pozzoli, & Holt, 2018). Este tipo de relación favorece que el estudiante vivencie escaso apoyo docente para afrontar situaciones de conflictos, en particular el acoso de pares (Sulkowski & Simmons, 2018;Jungert et al, 2016).…”

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Efectos del maltrato docente en el acoso escolar entre pares

et al. 2018

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En el estudio, se analizan las relaciones entre el maltrato docente-estudiante, clima social de la escuela, apoyo docente y el acoso entre estudiantes. Participaron 1 577 estudiantes (800 chicos y 777 chicas), con una edad promedio de 12.94 años (DE = 1.77 años), pertenecientes a 64 escuelas secundarias públicas de Sonora, México. Se calcula un modelo de ecuaciones estructurales con apoyo del AMOS. De los resultados, se infiere que el maltrato docente favorece de forma directa e indirecta, mediante sus efectos negativos, en el clima escolar y el apoyo docente y la violencia entre pares. Se concluye que el maltrato docente afecta negativamente la dinámica de las escuelas y favorece el acoso escolar. Finalmente, se discuten implicaciones teóricas y prácticas de los hallazgos.

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Descriptive Features of Student Psychological Maltreatment by Teachers

Cited by 23 publications

References 26 publications

The Effect of Perceived Teacher Behaviors on Students’ Self-Esteem and Attitudes Towards Learning

The Effect of Perceived Teacher Behaviors on Students’ Self-Esteem and Attitudes Towards Learning

Respecting students: Abusive classroom teacher verbal behaviour

Efectos del maltrato docente en el acoso escolar entre pares

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