Associations between Student–Teacher Relationship Quality, Class Climate, and Bullying Roles: A Bayesian Multilevel Multinomial Logit Analysis

Robert Thornberg, Bertil Wegmann, Linda Wänström, Ylva Bjereld, Jun Sung Hong

Research output: Contribution to journalArticlepeer-review

14 Scopus citations

Abstract

This study examined whether student–teacher relationship quality at the individual level and student–teacher relationship quality and peer climate at the class level were associated with being a bully, a victim, a bully/victim, or uninvolved in school bullying, controlling for gender, age, socioeconomic status and immigrant background at the individual level and socioeconomic status at the class level. Data from the Swedish Health Behavior in School-Aged Children (HBSC) survey from 2017/2018 were analyzed. In the current study, a sample of 3,578 students from 213 school classes was included. The findings showed that student–teacher relationship quality at the individual level was associated with a lower probability of being a bully, a bully/victim, or a victim compared to being uninvolved. In addition, class climate at the class level was associated with a lower probability of being a bully/victim or a victim compared to being uninvolved. Supportive class climate and student–teacher relationship is thus important dimensions to focus on in the everyday bullying prevention in school.

Original languageEnglish
Pages (from-to)1196-1223
Number of pages28
JournalVictims and Offenders
Volume17
Issue number8
DOIs
StatePublished - 2022

Bibliographical note

Publisher Copyright:
© 2022 The Author(s). Published with license by Taylor & Francis Group, LLC.

Keywords

  • Bullying
  • bullies
  • class climate
  • student–teacher relationship
  • victims

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