Speakers
Description
This presentation investigates the associations among the five bullying participant role behaviors (Salmivalli et al., 1999) and ODRs in relation to TSR in middle school students. Prior research has found a positive association between behavioral risk and ODRs (Gallagher et al., 2019); however, less research has examined the association between bullying role behaviors and ODRs. Perpetration and defending behaviors have shown to be positively associated with more ODRs, while assisting and victimization behaviors were not associated with ODRs (Kelly et al., 2022).
Positive relationships between students and teachers are associated with positive behavior (Melkman, 2024). Perpetrators and victims have poorer relationships with their teachers, affecting their bullying behavior (Wang et al., 2015). It is plausible that TSRs moderate the association between bully participant behaviors and ODRs (Gallagher et al., 2019). The presentation will present results examining the association between bullying role behaviors, student perceptions of TSRs, and ODRs.
Data were collected through a Qualtrics survey from sixth through eighth grade students in the U.S. (N = 1175, 49.2% girls). Participants reported bullying role behaviors and TSRs; ODRs (i.e., attendance, delinquent, aggressive, and disrespectful; Girvan et al., 2021) were provided from student records. Preliminary regression models showed bullying and victimization were negatively associated and assistant and defending behaviors were positively associated with TSRs. Bullying participant role behaviors were significantly associated with all ODRs except for disrespect. Analyses will investigate the moderation of TSR between bullying role behaviors and ODRs. The implications will be discussed at the presentation.
Keywords
Teacher-student relationships, Office Discipline Referrals, Bullying Participant Role Behaviors
| Please indicate what type of scientific contribution it is | Quantitative method study |
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| Please also indicate what kind of contribution it is: | Scientific |
