An investigation of longitudinal associations between psychological distress and student victimization by teachers

An investigation of longitudinal associations between psychological distress and student victimization by teachers

• Chen, Ji Kang The Chinese University of Hong Kong
• Chang, Ching Wen National Taiwan Normal University
• Lin, Chung Ying National Cheng Kung University
• Wang, Li Chih National Tsing Hua University

Journal of Interpersonal Violence, 38(3), 3279-3297, 2023

Sage Publications

2023

• B 人的行為
  • BD 精神健康

Depression Anxiety Somatization Maltreatment by Teachers Teacher Aggression Psychological Distress

• Hong Kong

• 1997.7 onwards

• 中學教育

Previous research has suggested that psychological distress (i.e., anxiety, depression, and somatization) is associated with student victimization by teachers. The direction and causality of this relationship have not yet been empirically supported. This study examined longitudinal associations between adolescent psychological distress (anxiety, depression, and somatization) and student victimization by teachers among 419 adolescents in grades 7–9 of secondary schools in Hong Kong. A self-administered questionnaire was conducted to collect student self-reported information about their experiences of victimization by teachers and their psychological distress, including depression, anxiety, and somatization, at two time points separated by a 9-month interval. A cross-lagged panel analysis provided evidence for the contribution of depression, anxiety, and somatization to later victimization by teachers. These findings were also relevant for male and female adolescents. The findings suggest that psychological distress, such as depression, anxiety, and somatization, is a risk factor predicting student victimization by teachers rather than the consequences of exposure to teacher violence. The results support the importance of reducing adolescent depression, anxiety, and somatization symptoms in future intervention programs to prevent them from being victimized by teachers. Copyright © 2022 The Author(s).

• 英文

期刊論文

• 08862605

• 10.1177/08862605221106134

https://bibliography.lib.eduhk.hk/tc/bibs/30af53a8

2024-03-14