Bullying Behaviors of Adolescents: The Role of Attachment to Teachers and Memories of Childhood Care

Beatriz Ribeiro, Inês Carvalho Relva (), Catarina Pinheiro Mota and Mónica Costa
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Beatriz Ribeiro: Department of Education and Psychology, University of Trás-os-Montes and Alto Douro, Quinta de Prados, 5000-801 Vila Real, Portugal
Inês Carvalho Relva: Department of Education and Psychology, University of Trás-os-Montes and Alto Douro, Quinta de Prados, 5000-801 Vila Real, Portugal
Catarina Pinheiro Mota: Department of Education and Psychology, University of Trás-os-Montes and Alto Douro, Quinta de Prados, 5000-801 Vila Real, Portugal
Mónica Costa: Department of Education and Psychology, University of Trás-os-Montes and Alto Douro, Quinta de Prados, 5000-801 Vila Real, Portugal

Social Sciences, 2024, vol. 13, issue 8, 1-15

Abstract: Bullying is a social phenomenon that involves the repetition of aggressive, intentional and harmful behaviors directed at a specific person. Currently, one in three children is a victim of bullying. The present study aimed to analyze the relationship between the quality of the relationship with teachers, memories of childhood care and bullying in adolescents. The sample consisted of 416 adolescents aged between 12 and 17 years old. Data were collected using a sociodemographic questionnaire, the Cuestionario de Evaluación de la Violencia entre Iguales en la Escuela y en el Ocio, the Inventory of Parent and Peer Attachment and the Early Memories of Warmth and Safeness Scale. The results demonstrated that bullying behaviors are more often perpetrated by males and with higher levels of aggression in private schools. They also revealed that students who perceive higher levels of support, understanding, trust and openness from teachers tend to be less likely to be targets of bullying. The results also demonstrated a relationship between positive memories of childhood care and students’ perceptions of greater support, understanding, trust and openness from their teachers. An analysis of the results was discussed considering attachment theory due to the implications of memories of primary care and the quality of teacher–student relationships regarding bullying.

Keywords: childhood care memories; teachers; quality of the relationship; bullying (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2024
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