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ERIC Number: EJ991530
Record Type: Journal
Publication Date: 2012
Pages: 23
Abstractor: As Provided
Reference Count: 59
ISBN: N/A
ISSN: ISSN-1710-2146
The Moderating Effect of Teacher Support on Depression and Relational Victimization in Minority Middle School Students
Mihalas, Stephanie T.; Witherspoon, Ryan G.; Harper, Meg E.; Sovran, Brittany A.
International Journal of Whole Schooling, v8 n1 p40-62 2012
Support provided by caring teacher-student relationships is essential for the emotional well-being of students who are bullied. The researchers were interested in discovering whether perceived teacher support would moderate the relationship between relational victimization and depression in low-income minority middle school students. A mixed methods study was conducted at a Title I middle school located in central Florida (N = 153). Results indicated that males and females experienced equal amounts of victimization and also reported perceived social support fairly equally. Regression analysis indicated that relational victimization predicted depression. Teacher support served as a moderator variable for relational victimization and depression in middle school students, especially for students who experienced moderate to severe bullying. There were no interaction effects for gender, race, or grade. Finally, qualitative results were analyzed utilizing Consensual Qualitative Review (CQR) and triangulated with the quantitative results. Emergent findings are presented. (Contains 2 tables, 1 figure and 2 footnotes.)
Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail: wholeschooling@twmi.rr.com; Web site: http://www.wholeschooling.net
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Grade 7; Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida
Identifiers - Assessments and Surveys: Childrens Depression Inventory