Although teachers play a central role in tackling peer victimization at school, no study so far has investigated transactional associations between positive and negative teacher-student relationship dimensions and peer victimization in early adolescence. Investigating both dimensions simultaneously in upper elementary school allows to examine differential effects on peer victimization (and vice versa) and could aid tailored prevention and intervention efforts. At three time points within one school year, self-reported teacher-student closeness and conflict and self- and peer-reported peer victimization were assessed in a sample of 930 fourth to sixth grade students (M_age = 10.55 years, 53.1% girls). Cross-lagged models revealed negative within-time associations between closeness and self-reported peer victimization, and positive within-time associations between conflict and self-reported peer victimization at most time points. Whereas closeness and conflict negatively predicted each other across the school year, no bidirectional longitudinal effects were found between teacher-student relationships and peer victimization. The current findings highlight the need for early prevention and intervention efforts to tackle peer victimization, build positive teacher-student relationships, and especially reduce negative teacher-student relationships.

尽管教师在解决学校同伴受害问题方面发挥着核心作用，但迄今为止还没有研究调查过正面和负面的师生关系维度与青春期早期同伴受害之间的交易关联。在小学高年级同时调查这两个维度可以检查对同伴受害的不同影响（反之亦然），并有助于量身定制的预防和​​干预工作。在一个学年内的三个时间点，对 930 名四年级至六年级学生（M_年龄 = 10.55 岁，53.1% 是女孩）。在大多数时间点，交叉滞后模型显示亲密关系和自我报告的同伴受害之间存在负的时间内关联，而冲突和自我报告的同伴受害之间的时间内正关联。虽然亲密和冲突在整个学年中相互负面预测，但在师生关系和同伴受害之间没有发现双向纵向影响。目前的研究结果强调了早期预防和干预努力的必要性，以解决同伴受害问题，建立积极的师生关系，尤其是减少消极的师生关系。