The interconnected school context: Meta-analyses of the associations between peer aggression involvement and teacher-student relationship closeness

A growing body of literature has documented the contribution of teacher-student relationship quality to both persistence and reduction in peer aggression incidents in the school context. The research literature indicates that students who are involved in peer aggression also tend to experience lower levels of closeness in their relationships with their teachers. However, these study results have not yet been aggregated, and the size and direction of effects remains unclear. In the present study we quantitatively synthesized 66 individual studies (Nstudents = 352,376) in two meta-analyses by aggregating cross-sectional associations between peer aggression involvement and teacher-student relationship closeness that have been reported in the literature over the last 20 years. A small, negative, and significant association was found between perpetration and victimization and teacher-student relationship closeness, indicating that students who experience greater involvement in peer aggression also have relationships with their teachers that are lacking in closeness. Three moderator analyses were also conducted. No moderating effect was found for school level or measure type; however, a significant moderating effect was found for informant type. The results from the meta-analyses lead to direct recommendations for practice regarding how we can best support students’ psychosocial development in the school context.

越来越多的文献记载了师生关系质量对学校环境中坚持学业以及减少同伴攻击事件的贡献。研究文献表明，参与同伴攻击的学生在与教师的关系中往往亲密度较低。然而，这些研究结果尚未汇总，影响的大小和方向仍不明确。在本研究中，我们通过汇总过去20年文献中所报道的同伴攻击参与和师生关系亲密度之间的横断面关联，在两项元分析中对66项个体研究（学生数量 = 352,376）进行了定量综合。在施害和受害行为与师生关系亲密度之间发现了一种微小、负面且显著的关联，这表明在同伴攻击中参与程度较高的学生与教师的关系也缺乏亲密度。还进行了三项调节因素分析。未发现学校级别或测量类型的调节作用；然而，发现信息提供者类型具有显著的调节作用。元分析的结果为我们在学校环境中如何最好地支持学生的心理社会发展提供了直接的实践建议。