Evidence suggests that children’s expectations for how their teacher responds to students’ aggression moderate concurrent links between peer victimization and adjustment. This study extends this work by examining these associations longitudinally. Youth (N = 366; 196 girls; M age = 9 . 25 years ) reported on their teacher’s use of five responses to peer victimization, two reflecting active intervention and three reflecting passive responses. Physical aggression, relational aggression, prosocial behavior, depressive symptoms, and anxiety were measured over two school years. Perceiving the teacher as contacting parents or separating students buffered the link between victimization and emotional maladjustment. Perceiving the teacher as advising independent coping or avoidance amplified links between victimization and behavioral problems. Some of these associations were sustained or emerged over time. These results underscore the potential importance of children’s perceptions of their teachers’ responses with peer victimization to their socioemotional development in early adolescence.

中文翻译：

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青少年对教师处理同伴受害的期望及其社会情感发展

有证据表明，孩子们对老师如何应对学生的攻击行为的期望缓和了同伴受害和适应之间的并发联系。本研究通过纵向检查这些关联来扩展这项工作。青年（N = 366；196 名女孩；M 年龄 = 9 . 25 岁）报告了他们的老师使用五种应对同伴受害的反应，两种反映积极干预，三种反映被动反应。在两个学年中测量了身体攻击、关系攻击、亲社会行为、抑郁症状和焦虑。将老师视为与父母联系或将学生分开，缓冲了受害与情绪失调之间的联系。认为老师建议独立应对或避免会放大受害与行为问题之间的联系。随着时间的推移，其中一些关联得以维持或出现。这些结果强调了儿童对他们的老师在青春期早期社会情感发展的同龄人受害反应的看法的潜在重要性。