Speaker
Description
Theoretical Background and Objective:
Psychological maladjustment in child is associated with peer victimization that imparts effects on the mental health of children and their social relationships such as student teacher interactions. Such adverse experiences often lead to sleep disturbances and negative dreams, which can increase psychological distress. However, the role of dream quality as a mediator between victimization and psychosocial outcomes remains underexplored. This study examines whether dream quality mediates the relationship between peer victimization, psychological adjustment, and the quality of the student-teacher relationship.
Methodology:
A sample of 746 primary school children (380 girls, 50.94%) aged 8-12 years (Mage = 9.54, SD = 0.939) from Northern Italy was analyzed. Latent profile analysis (LPA) classified participants into victimization profiles. Students made drawings representing memorable dreams and reported their victimization experiences (coded as positive or negative). Teachers assessed psychological adjustment and the quality of student-teacher relationship, using the Student-Teacher Relationship Scale (STRS) and Strengths and Difficulties Questionnaire (SDQ).
Results:
Three distinct victimization profiles emerged: Low, Moderate, and High. Mediation analysis revealed that dream quality significantly mediated the relationship between peer victimization and psychological adjustment (β=0.052, p<0.05) as well as student-teacher relationship quality (β=0.056, p<0.01). Higher victimization was linked to negative dream content, which correlated with increased psychological distress and dependency on teachers.
Conclusions:
Findings underscore the psychological toll of victimization and highlight dream quality as a key mediator. Addressing sleep and dream quality in interventions may help mitigate the negative effects of victimization on psychological adjustment and social functioning in educational settings.
Keywords
peer victimization, latent profile analysis, psychological adjustment, dream quality, student-teacher relationship
| Please also indicate what kind of contribution it is: | Scientific |
|---|---|
| Please indicate what type of scientific contribution it is | Quantitative method study |
