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

Author

Listed:
  • 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)

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.

Suggested Citation

  • Teresa I. Jiménez & Jaime León & José Martín-Albo & Andrés S. Lombas & Sonsoles Valdivia-Salas & Estefanía Estévez, 2021. "Transactional Links between Teacher–Adolescent Support, Relatedness, and Aggression at School: A Three-Wave Longitudinal Study," IJERPH, MDPI, vol. 18(2), pages 1-19, January.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:2:p:436-:d:476553
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    References listed on IDEAS

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    1. Mark Holder & Ben Coleman, 2008. "The contribution of temperament, popularity, and physical appearance to children’s happiness," Journal of Happiness Studies, Springer, vol. 9(2), pages 279-302, June.
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    Cited by:

    1. Teresa I. Jiménez & David Moreno-Ruiz & Estefanía Estévez & Juan Evaristo Callejas-Jerónimo & Ginesa López-Crespo & Sonsoles Valdivia-Salas, 2021. "Academic Competence, Teacher–Student Relationship, and Violence and Victimisation in Adolescents: The Classroom Climate as a Mediator," IJERPH, MDPI, vol. 18(3), pages 1-16, January.

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