Transactional Links between Teacher–Adolescent Support, Relatedness, and Aggression at School: A Three-Wave Longitudinal Study

Teresa I. Jiménez, Jaime León, José Martín-Albo, Andrés S. Lombas, Sonsoles Valdivia-Salas and Estefanía Estévez
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Teresa I. Jiménez: Department of Psychology and Sociology, University of Zaragoza, Ciudad Escolar s/n, 44003 Teruel, Spain
Jaime León: Faculty of Teacher Training, University of Las Palmas de Gran Canaria, Juana de Arco, 1, 35004 Las Palmas de Gran Canaria, Spain
José Martín-Albo: Department of Psychology and Sociology, University of Zaragoza, Ciudad Escolar s/n, 44003 Teruel, Spain
Andrés S. Lombas: Department of Psychology and Sociology, University of Zaragoza, Ciudad Escolar s/n, 44003 Teruel, Spain
Sonsoles Valdivia-Salas: Department of Psychology and Sociology, University of Zaragoza, Ciudad Escolar s/n, 44003 Teruel, Spain
Estefanía Estévez: Departament of Health Psychology, Miguel Hernández University, Avda. de la Universidad s/n, 03202 Alicante, Spain

IJERPH, 2021, vol. 18, issue 2, 1-19

Abstract: This study examines the reciprocal effects between two school-based relationships within the classroom—namely, perceived teacher support and relatedness with classmates—and school aggression (overt and relational) across two courses of secondary education. Participants were 654 adolescents (48% boys), who were assessed in three waves: first, at the beginning of the academic year (T0), second, at the end of the same academic year (T1), and third, at the beginning of the next academic year (T2) ( M age wave 1 = 13.98 years). Autoregressive cross-lagged modeling was applied. Results show a protective effect of relatedness against relational aggression in both genders. Moreover, we observed a protective effect of perceived teacher support at the beginning of the course for later school aggression as well as a risk effect if this perceived teacher support is maintained throughout the course. These effects were observed in relation with gender-atypical forms of aggression (overt in girls and relational in boys). Finally, aggression had negative consequences for relatedness in girls and for teacher support through the mediation of relatedness in boys. Gender differences and practical implications of these findings are discussed.

Keywords: adolescence; school aggression; relational aggression; overt aggression; teacher support; relatedness (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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