Victim Sensitivity and Altruistic Behavior in School: Mediating Effects of Teacher Justice and Teacher-Student Relationship

Jiang, Shuyun; Liu, Ru-De; Ding, Yi; Oei, Tian P. S.; Fu, Xinchen; Hong, Wei

doi:10.3389/fpsyg.2019.01077

Cited by 8 publications

(8 citation statements)

References 63 publications

(85 reference statements)

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“…Bullying victimization signi cantly and positively predicted adolescents' non-suicidal self-injury. This nding was also roughly consistent with previous research that indicates that campus bullying victimization signi cantly and positively predicts adolescent externalizing and internalizing behaviors including self-injury [29,67]. However, it is important to note that these two studies neglect the fact that not all adolescents homogeneously experience higher levels of non-suicidal self-injury when in the face of bullying victimization and there may be key moderators that can diminish the strength of the relationship between bullying victimization and non-suicidal self-injury in adolescents.…”

Section: Discussionsupporting

confidence: 91%

Bullying victimization and non-suicidal self-injury in adolescents: parental phubbing and perceived school climate as moderators

Yang,

Gan,

Wang

et al. 2023

Preprint

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Background There has been growing scholarly interest in understanding the adverse effects of bullying victimization on adolescents' development. However, it is less clear whether bullying victimization potentially increases adolescents' non-suicidal self-injury, to date, and the understanding of the factors, that may affect this relationship is also limited. The current study, therefore, examined the relationship between bullying victimization and non-suicidal self-injury in adolescents and sought to determine whether parental phubbing and perceived school climate simultaneously moderated this relationship. Methods The participants included 704 students (Mage = 15.15, SD = 0.98) from middle schools in China. They completed the questionnaires regarding their experience with bullying victimization, parental phubbing, perceived school climate and non-suicidal self-injury. Results The results indicated that adolescents with a high level of bullying victimization were likely to have a high level of non-suicidal self-injury, after controlling for age and gender. High parental phubbing adolescents who experienced higher levels of bullying victimization were more likely to be non-suicidal self-injury than low parental phubbing adolescents. Furthermore, higher levels of bullying victimization significantly predicted increases in adolescents' non-suicidal self-injury when they had high parental phubbing and low perceived school climate. In contrast, this effect became insignificant when parental phubbing was low and perceived school climate was high. Conclusions Our findings indicated bullying victimization affects non-suicidal self-injury in adolescents,This relationship is mediated by parental bowing and perceived school climate. Educators who are concerned about adolescents' non-suicidal self-injury should pay closer attention to parental phubbing, as well as their perceived school climate, to provide appropriate interventions.

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Section: Discussionsupporting

confidence: 91%

Bullying victimization and non-suicidal self-injury in adolescents: parental phubbing and perceived school climate as moderators

Yang,

Gan,

Wang

et al. 2023

Preprint

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“…Thus, the harmonious teacher–student relationship and peer relationship can promote altruistic behavior among students ( Hughes, 2011 ; Longobardi et al, 2016 ). By contrast, when teachers demonstrate unjust behavior and students feel deceived, the students are less likely to demonstrate altruistic behavior ( Jiang et al, 2019 ). Accordingly, the following hypothesis (H1) is proposed: perceived teacher support and peer relationship indirectly predict the mental health of university students through reality altruistic behavior.…”

Section: Introductionmentioning

confidence: 99%

Perceived teacher support, peer relationship, and university students’ mental health: The mediation of reality and Internet altruistic behaviors

Feng

Zhang²

2022

Front. Psychol.

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Studying in universities is a crucial development stage for students, whose thoughts, feelings, and actions are affected by interactions with their teachers and peers. This study explored the relationships between perceived teacher support and mental health as well as those between peer relationship and mental health among university students, and examined the mediating effects of reality and Internet altruistic behaviors on these relationships. Perceived teacher support questionnaire, peer relationship satisfaction questionnaire, self-reported altruism questionnaire, Internet altruistic behavior questionnaire, and general health questionnaire were administered to 553 university students. Results demonstrated that perceived teacher support and peer relationship positively predicted reality and Internet altruistic behaviors and positively predicted mental health. Reality and Internet altruistic behaviors positively predicted mental health and exerted significant mediating effects on the correlations between perceived teacher support and mental health as well as those between peer relationship and mental health. The male and female students differed insignificantly in the mediating effects of reality and Internet altruistic behaviors. Therefore, no matter for males or females, teachers should provide sufficient support for the students and establish favorable relationships with them. Friendly relationships, comfort, and active communication among peer students are also essential for creating a healthy and harmonious interaction environment. Those various factors of the school have impacts on the mental health of university students through their altruistic behaviors. This study suggests that further emphasis on teacher support and peer relationship is needed to promote the positive development of altruistic behaviors among university students, and ultimately provide a viable contribution to the university students’ mental health interventions.

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“…Future studies should also inspect the relevance of the victimization theory on how students interpret social situations ( Aquino and Thau, 2009 ; Jiang et al, 2019 ), similarly to studies on workplace incivility, which is considered a subset of victimization ( Alt and Itzkovich, 2016 ). Victimization broadly focuses on aggressiveness from the viewpoint of its victims, thus placing an emphasis on different precursors that potentially increase the probability of being victimized in social interaction.…”

Section: Discussionmentioning

confidence: 99%

Students’ Emotional Well-Being, and Perceived Faculty Incivility and Just Behavior Before and During COVID-19

Alt

Itzkovich²,

Naamati-Schneider

2022

Front. Psychol.

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This research set out to measure the impact of the lockdown condition and social distancing imposed on higher education by the Israeli government during the COVID-19 period and the shift to online learning, on students’ emotional well-being, the way they perceived their teachers’ just behavior, and faculty incivility, compared to pre-pandemic conditions. An additional aim was to explore the set of connections among these factors. The total sample included 396 undergraduate students from three academic colleges. Data were gathered via three questionnaires: Positive/negative affect, Faculty Incivility, and Teacher Justice. Data were analyzed using Partial Least Squares-Structural Equation Modeling (PLS-SEM). The main finding showed that students’ negative emotions were informed by the lockdown condition. This perceived negative affect had an impact on how the participants experienced social interactions with their faculty. Those who exhibited higher levels of negative affect perceived themselves as targets of faculty incivility. The same trajectory was detected with the way students experienced their teachers’ just behavior. Students who held negative emotions, partly because of the COVID-19 restrictions, also viewed their teachers’ behavior toward them as unjust. This study stresses the role of one’s emotional condition in instigating negative interpretations of social interactions. Directions for subsequent research and practical implications for promoting students’ well-being and civil and just communications in the learning environment are discussed.

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Victim Sensitivity and Altruistic Behavior in School: Mediating Effects of Teacher Justice and Teacher-Student Relationship

Cited by 8 publications

References 63 publications

Bullying victimization and non-suicidal self-injury in adolescents: parental phubbing and perceived school climate as moderators

Bullying victimization and non-suicidal self-injury in adolescents: parental phubbing and perceived school climate as moderators

Perceived teacher support, peer relationship, and university students’ mental health: The mediation of reality and Internet altruistic behaviors

Students’ Emotional Well-Being, and Perceived Faculty Incivility and Just Behavior Before and During COVID-19

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