Abstract
Abstract The present study investigated the influence of bullying involvement and teacher-student relationship on school engagement, through the analysis of an explanatory model. For this, 426 students (from 6th to 9th grades) from four public schools located in a city in the state of São Paulo, Brazil, answered the Escala de Violência Escolar – Versão Estudante (School Violence Scale – Student Version), the Escala de Relação Professor-Aluno (Teacher – Student Relationship Scale) and the School Engagement Scale. Results from a Path Analysis indicated that bullying involvement has a direct negative impact on school engagement, and that teacher-student relationship has a direct positive impact on school engagement. Moreover, teacher-student relationship may mediate the negative effects of bullying on school engagement. These data confirm the importance of positive social relationships in school for student engagement. However, the proposed model explains 32% of the variance of school engagement, indicating that other variables not investigated in this study may also be relevant.
Highlights
The present study investigated the influence of bullying involvement and teacher-student relationship on school engagement, through the analysis of an explanatory model
The authors proposed an explanatory model for emotional school engagement and the results indicated that bullying perpetration and staff victimization have a direct negative effect on emotional school engagement (β = -0.14 and β = -0.03, respectively), while bullying victimization has an indirect negative impact on the students’ emotional school engagement due to bullying perpetration and staff victimization (β = -0.07 and β = -0.002, respectively)
Part of the results indicated that the negative effects of bullying aggression or victimization on school engagement are mitigated by aspects pertaining to teacher-student relationships, where students who display a greater amount of positive aspects in their relationships with teachers tend to 413
Summary
The present study investigated the influence of bullying involvement and teacher-student relationship on school engagement, through the analysis of an explanatory model. O presente estudo investigou a influência do envolvimento em “bullying” e da relação professor-aluno no engajamento escolar. Since the very beginning of their school lives, students are confronted with challenges, such as having to adapt to a group social setting, and meet school demands (Archambault, Pagani, & Fitzpatrick, 2013) In this context, school engagement is relevant because it refers to the relation of students to their school experiences (Fredricks, Blumenfeld, & Paris, 2004) and it is a predictor of academic success as well as an indicator of the quality of interpersonal relationships (Fredricks et al, 2004; Li & Lerner, 2013; Organisation for Economic Co-operation and Development [OECD], 2013). Interest in studying school engagement has been on the rise, through 412 the examination of possible contributing factors, especially those related to the school environment, with an emphasis on student interpersonal relationships with their peers as well as with their teachers
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