Relationships Matter: The Protective Role of Teacher and Peer Support in Understanding School Climate for Victimized Youth

Coyle, Samantha; Weinreb, Karly S.; Davila, Gabriella; Cuellar, Matthew J.

doi:10.1007/s10566-021-09620-6

Cited by 32 publications

(18 citation statements)

References 78 publications

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“…In the school setting, teachers are the key (Peng et al, 2022) social factor and social context of the school, and teachers have a greater impact on students in school than any other factor in the school (Viano et al, 2020). For example, students feel safer at school when teachers' positive teaching behaviors affect student autonomy (Coyle et al, 2021) and thus feel socially supported (Ahn et al, 2021). According to the above discussion, this study concluded that teachers' character teaching behaviors can positively influence students' PSS.…”

Section: Mediating Role Of Pssmentioning

confidence: 72%

The influence of students’ sense of social connectedness on prosocial behavior in higher education institutions in Guangxi, China: A perspective of perceived teachers’ character teaching behavior and social support

Wang

2022

Front. Psychol.

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The objective of this study is to examine the sense of social connectedness (SSC) and prosocial behavior (PB) of students in Guangxi higher education institutions in China and to further understand the factors influencing PB of higher education students. In this study, a total of 1,007 students were sampled from 8 Guangxi higher vocational schools through purposive sampling using questionnaires, of which 676 (67.1%) were male students and 331 (32.9%) were female students. This study further enriches self-determination theory by exploring the effects of teachers’ character teaching behaviors and social support on PB, using the SSC as an intrinsic motivation. In addition, the results of the study revealed that SSC, perceived teacher character teaching behaviors and perceived social support (PSS) were positively related to students’ PB. SSC affects PB not only directly, but also indirectly through the mediating role of perceived teacher character teaching behavior and perceived teacher support. Teacher character teaching behaviors and PSS also play a chain mediating role in the relationship between SSC and PB. Finally, this study provides strategies to optimize school character management for higher education students in order to meet their basic psychological needs and thus promote the production of PB.

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Section: Mediating Role Of Pssmentioning

confidence: 72%

The influence of students’ sense of social connectedness on prosocial behavior in higher education institutions in Guangxi, China: A perspective of perceived teachers’ character teaching behavior and social support

Wang

2022

Front. Psychol.

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“…It should be noted that teacher support is significant for student engagement in learning and their academic achievement and a factor in promoting educational equity (Moreira et al, 2018). Positive teacher-student relationships promote equity and may be particularly protective for youth experiencing victimisation (Coyle et al, 2022), and a lack of teacher support as a promoter of inequality is particularly dangerous for low-achieving students (Grewenig, 2020). According to the research results, when teacher and peer support was high, youth reported that their schools were safer and more equitable.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

The Importance of Teacher Support and Equity in Student Engagement and Achievement in Low SES School Contexts

Česnavičienė¹,

Bukšnytė-Marmienė²,

Brandišauskienė³

2022

TNER

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Low socioeconomic status (SES) is often seen as a risk factor for lower academic achievement, so this study explains how teacher support and equity are related to higher student engagement and achievement in low SES school contexts. Based on the results, student behavioural engagement is related to their achievement. The results of the multiple regression analysis show that teacher support and equity predict student emotional engagement statistically significantly, while behavioural engagement predicts only equity. No significant teacher support and equity prognostic values were found for student achievements. The study’s results encourage further research and the search for answers to the question of what kind of teacher behaviour creates a favourable learning environment for all students in low SES context schools.

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“…Empirical support for the relationship between peer trust and safety and peer trust and bullying comes from literature that identifies student interactions as instrumental in the formation of positive or negative school climates (Coyle et al, 2022;Thapa et al, 2013). Gowing (2019) reports from a study of Australian students, that positive peer relationships function as social and emotional supports for students, helping students feel safe and connected in school.…”

Section: The Present Studymentioning

confidence: 99%

Section: The Present Studymentioning

confidence: 99%

Student trust in school peers: a relational condition for optimal school functioning

Adams

Adigun

Fiegener

2022

JEA

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PurposeThe purpose of this study was to establish a line of inquiry into student trust in school peers by: (1) developing a valid and reliable measure and (2) investigating the potential influence of student trust in school peers on optimal school functioning.Design/methodology/approachA non-experimental, survey research design was used. Ex-post facto data were collected in the spring of 2017 and spring of 2019 from a random sample of students in either the 5th, 7th, 9th or 11th grades in 79 schools located in a southwestern city in the US. Two types of analyses were performed. First, structural and convergent validity of the items measuring student trust in school peers were tested with a confirmatory factor analysis, and correlations with bullying and safety. The second analysis tested a hypothesized model with a full structural equation model using robust maximum likelihood estimation.FindingsConfirmatory factor analysis results report that items used to measure student trust in school peers share common variance with the latent trust factor. Both the 10-item and five-item measures had good model fit and parameter estimates. Additionally, the five-item measure had strong relationships with bullying and safety. As specified in the hypothesized model, student trust in peers had a strong, positive relationship with identification with school and positive, yet not as strong, of a relationship with academic grit. These relationships existed when accounting for student perceived teacher support.Originality/valueThis study extends trust research to students' relational connections by conceptualizing student trust in school peers as a cognitive belief, constructing a valid measure and finding a relationship between student–peer trust and elements optimal school functioning.

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Relationships Matter: The Protective Role of Teacher and Peer Support in Understanding School Climate for Victimized Youth

Cited by 32 publications

References 78 publications

The influence of students’ sense of social connectedness on prosocial behavior in higher education institutions in Guangxi, China: A perspective of perceived teachers’ character teaching behavior and social support

The influence of students’ sense of social connectedness on prosocial behavior in higher education institutions in Guangxi, China: A perspective of perceived teachers’ character teaching behavior and social support

The Importance of Teacher Support and Equity in Student Engagement and Achievement in Low SES School Contexts

Student trust in school peers: a relational condition for optimal school functioning

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