Relations Between Psychological Maltreatment by Teachers and Cyberbullying Perpetration Among Elementary School Students: The Roles of Self-Esteem and Sex.

IF 4.5 2区社会学 Q1 FAMILY STUDIES Child Maltreatment Pub Date : 2024-11-27 DOI:10.1177/10775595241304097

Jingjing Chen, E Scott Huebner, Lili Tian

{"title":"Relations Between Psychological Maltreatment by Teachers and Cyberbullying Perpetration Among Elementary School Students: The Roles of Self-Esteem and Sex.","authors":"Jingjing Chen, E Scott Huebner, Lili Tian","doi":"10.1177/10775595241304097","DOIUrl":null,"url":null,"abstract":"The topics of psychological maltreatment by teachers and children's cyberbullying perpetration have both attracted increasing research attention. However, clarification of the development and specific psychological mechanisms linking psychological maltreatment by teachers to cyberbullying perpetration by students remains necessary. Thus, this study examined the longitudinal relations between psychological maltreatment by teachers and subsequent cyberbullying perpetration, along with the mediating role of self-esteem and the moderating role of sex. A total of 5563 Chinese elementary school students (56% boys; Mage = 9.92 years, SD = 0.74) completed self-report measures on 5 occasions across 2.5 years. Latent growth curve mediation modeling was applied to examine the longitudinal relations among the variables. Results showed that (a) Psychological maltreatment by teachers was positively associated with subsequent cyberbullying perpetration; (b) The developmental trajectory of psychological maltreatment by teachers was indirectly associated with the developmental trajectory of cyberbullying perpetration through the mediating role of self-esteem; (c) Sex moderated the relations among psychological maltreatment by teachers, self-esteem and cyberbullying perpetration among children such that self-esteem mediated the relation between psychological maltreatment by teachers and cyberbullying perpetration for boys but not girls. Implications for the prevention of psychological maltreatment by teachers and cyberbullying perpetration were discussed.","PeriodicalId":48052,"journal":{"name":"Child Maltreatment","volume":" ","pages":"10775595241304097"},"PeriodicalIF":4.5000,"publicationDate":"2024-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Child Maltreatment","FirstCategoryId":"90","ListUrlMain":"https://doi.org/10.1177/10775595241304097","RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"FAMILY STUDIES","Score":null,"Total":0}

引用次数: 0

Abstract

The topics of psychological maltreatment by teachers and children's cyberbullying perpetration have both attracted increasing research attention. However, clarification of the development and specific psychological mechanisms linking psychological maltreatment by teachers to cyberbullying perpetration by students remains necessary. Thus, this study examined the longitudinal relations between psychological maltreatment by teachers and subsequent cyberbullying perpetration, along with the mediating role of self-esteem and the moderating role of sex. A total of 5563 Chinese elementary school students (56% boys; M_age = 9.92 years, SD = 0.74) completed self-report measures on 5 occasions across 2.5 years. Latent growth curve mediation modeling was applied to examine the longitudinal relations among the variables. Results showed that (a) Psychological maltreatment by teachers was positively associated with subsequent cyberbullying perpetration; (b) The developmental trajectory of psychological maltreatment by teachers was indirectly associated with the developmental trajectory of cyberbullying perpetration through the mediating role of self-esteem; (c) Sex moderated the relations among psychological maltreatment by teachers, self-esteem and cyberbullying perpetration among children such that self-esteem mediated the relation between psychological maltreatment by teachers and cyberbullying perpetration for boys but not girls. Implications for the prevention of psychological maltreatment by teachers and cyberbullying perpetration were discussed.

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

小学生遭受教师心理虐待与网络欺凌之间的关系：自尊和性别的作用。

教师的心理虐待和儿童的网络欺凌行为这两个主题都吸引了越来越多的研究关注。然而，厘清教师心理虐待与学生网络欺凌行为之间的发展和具体心理机制仍有必要。因此，本研究探讨了教师心理虐待与后续网络欺凌实施之间的纵向关系，以及自尊的中介作用和性别的调节作用。共有5563名中国小学生（56%为男生；年龄=9.92岁，标准差=0.74）在两年半的时间里完成了5次自我报告测量。研究采用潜增长曲线中介模型来考察变量之间的纵向关系。结果表明：（a）教师心理虐待与随后的网络欺凌行为呈正相关；（b）教师心理虐待的发展轨迹通过自尊的中介作用与网络欺凌行为的发展轨迹间接相关；（c）性别调节了教师心理虐待、自尊和儿童网络欺凌行为之间的关系，自尊中介了教师心理虐待与男孩网络欺凌行为之间的关系，而不是女孩。讨论了预防教师心理虐待和网络欺凌行为的意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

Child Maltreatment Multiple-

CiteScore

6.80

自引率

7.80%

发文量

期刊介绍： Child Maltreatment is the official journal of the American Professional Society on the Abuse of Children (APSAC), the nation"s largest interdisciplinary child maltreatment professional organization. Child Maltreatment"s object is to foster professional excellence in the field of child abuse and neglect by reporting current and at-issue scientific information and technical innovations in a form immediately useful to practitioners and researchers from mental health, child protection, law, law enforcement, medicine, nursing, and allied disciplines. Child Maltreatment emphasizes perspectives with a rigorous scientific base that are relevant to policy, practice, and research.