Conflictual student–teacher relationship, emotional and behavioral problems, prosocial behavior, and their associations with bullies, victims, and bullies/victims

Research output: Contribution to journalArticle


This study investigated the links between students' behavioral problems, student–teacher conflict, and students' involvement in bully, victim, and bully/victim roles in adolescence. The role of student–teacher conflict as moderator of the association between students' behavioral problems and their involvement in each bullying role was examined. Sample included 430 students from Italy (48.4% female; mean age 12.2 years; grades 6–8). Multinomial logistic regression analyses indicated that conduct problems positively predicted engagement in each bullying role, while peer-relationship problems predicted involvement in a victim role. Additionally, students experiencing higher student–teacher conflict were more likely of being victims and bully/victims, but not bullies. Finally, student–teacher conflict emerged as a moderator of the association between peer-relationship problems and both bully and victim roles, and between hyperactivity/inattention and victim role. These findings highlights the importance of considering students’ characteristics in relation to student–teacher relationship quality when investigating the factors influencing students' involvement in bullying behaviors.


External organisations
  • University of Turin
  • Linköping University
Research areas and keywords

Subject classification (UKÄ) – MANDATORY

  • Psychology (excluding Applied Psychology)


  • adolescent, bullying, bystander, emotional behaviors, prosocial behavior, Student–teacher relationship
Original languageEnglish
Pages (from-to)1201-1217
JournalEducational Psychology
Issue number9
Early online date2018 Jul 24
Publication statusPublished - 2018 Oct 21
Publication categoryResearch