ABSTRACT

This study investigated how teachers’ self-efficacy for intervening in social dynamics and teacher-student relationships directly impact students’ self-esteem, and indirectly buffer the negative association between both bullying and victimization and students’ self-esteem. Teachers play a key role in shaping the peer relations in the classroom, and they might also be able to lessen the negative impact of bullying and victimization on students’ self-esteem. Multilevel regression analysis on a sample of 59 Dutch teachers and 1,490 of their 5th grade students indicated that student-reported bullying and victimization were negatively related to students’ self-reported self-esteem. Better student-perceived student-teacher relationships were related to higher self-esteem for all students, with additional increases in self-esteem for victims but decreases in the self-esteem of bullies. Teacher-reported self-efficacy was only related to lower self-esteem in bullies. Implications of these results and suggestions for further research are discussed.

摘要

本研究调查教师干预社会动态和师生关系的自我效能如何直接影响学生的自尊，并间接缓冲欺凌和受害与学生自尊之间的负面关联。教师在塑造课堂中的同伴关系方面发挥着关键作用，他们也可能能够减轻欺凌和受害对学生自尊的负面影响。对 59 名荷兰教师和 1,490 名五年级学生的样本进行的多级回归分析表明，学生报告的欺凌和受害与学生自我报告的自尊呈负相关。更好的学生感知的师生关系与所有学生的更高自尊有关，受害者的自尊会进一步增加，但欺凌者的自尊会下降。教师报告的自我效能感仅与欺凌者的自尊心降低有关。讨论了这些结果的影响和对进一步研究的建议。