| Attributes | Values |
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| rdf:type
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| Description
| - The aim of the study is to explore whether there is a relationship between pupil-peer and pupil-teacher relationships and psychological well-being and self-esteem, and whether this relationship varies according to pupils' experience of bullying or being bullied. Questionnaires were administered to the students. In terms of data analysis, linear regression was firstly used in the whole sample to explore pupil-peer and pupil-teacher relationships and psychological well-being (the depression/anxiety and social dysfunction subscales of GHQ-12) and self-esteem (positive and negative self-esteem subscales of RSE). As findings showed, better pupil-peer relationships and also pupil-teacher relationships were significantly related statistically to less depression/anxiety and social dysfunction, as well as to more positive and less negative self-esteem. All bullying categories were significantly related to pupil-peer relationships and the four dependent variables. However, in the categories of aggressive victims and aggressive non-victims, the pupil-teacher relationship was not significantly related to their psychological well-being and self-esteem. Also, in all subgroups, better pupil-peer relationships were significantly related to less depression/anxiety and social dysfunction, as well as with more positive and less negative self-esteem. Conclusion: Given the differences found in the connections between pupil-teacher relationships and well-being and self-esteem, between those who bullied and those who were bullied, it would seem that the school environment can play an important role in implementing anti-bullying prevention strategies.
- The aim of the study is to explore whether there is a relationship between pupil-peer and pupil-teacher relationships and psychological well-being and self-esteem, and whether this relationship varies according to pupils' experience of bullying or being bullied. Questionnaires were administered to the students. In terms of data analysis, linear regression was firstly used in the whole sample to explore pupil-peer and pupil-teacher relationships and psychological well-being (the depression/anxiety and social dysfunction subscales of GHQ-12) and self-esteem (positive and negative self-esteem subscales of RSE). As findings showed, better pupil-peer relationships and also pupil-teacher relationships were significantly related statistically to less depression/anxiety and social dysfunction, as well as to more positive and less negative self-esteem. All bullying categories were significantly related to pupil-peer relationships and the four dependent variables. However, in the categories of aggressive victims and aggressive non-victims, the pupil-teacher relationship was not significantly related to their psychological well-being and self-esteem. Also, in all subgroups, better pupil-peer relationships were significantly related to less depression/anxiety and social dysfunction, as well as with more positive and less negative self-esteem. Conclusion: Given the differences found in the connections between pupil-teacher relationships and well-being and self-esteem, between those who bullied and those who were bullied, it would seem that the school environment can play an important role in implementing anti-bullying prevention strategies. (en)
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| Title
| - Adolescents' psychological well-being and self-esteem in the context of relationships at school
- Adolescents' psychological well-being and self-esteem in the context of relationships at school (en)
|
| skos:prefLabel
| - Adolescents' psychological well-being and self-esteem in the context of relationships at school
- Adolescents' psychological well-being and self-esteem in the context of relationships at school (en)
|
| skos:notation
| - RIV/61989592:15510/14:33150328!RIV15-MSM-15510___
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| http://linked.open...avai/riv/aktivita
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| http://linked.open...avai/riv/aktivity
| |
| http://linked.open...iv/cisloPeriodika
| |
| http://linked.open...vai/riv/dodaniDat
| |
| http://linked.open...aciTvurceVysledku
| |
| http://linked.open.../riv/druhVysledku
| |
| http://linked.open...iv/duvernostUdaju
| |
| http://linked.open...titaPredkladatele
| |
| http://linked.open...dnocenehoVysledku
| |
| http://linked.open...ai/riv/idVysledku
| - RIV/61989592:15510/14:33150328
|
| http://linked.open...riv/jazykVysledku
| |
| http://linked.open.../riv/klicovaSlova
| - psychological well-being, self-esteem, relationships at school, adolescents (en)
|
| http://linked.open.../riv/klicoveSlovo
| |
| http://linked.open...odStatuVydavatele
| - GB - Spojené království Velké Británie a Severního Irska
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| http://linked.open...ontrolniKodProRIV
| |
| http://linked.open...i/riv/nazevZdroje
| |
| http://linked.open...in/vavai/riv/obor
| |
| http://linked.open...ichTvurcuVysledku
| |
| http://linked.open...cetTvurcuVysledku
| |
| http://linked.open...vavai/riv/projekt
| |
| http://linked.open...UplatneniVysledku
| |
| http://linked.open...v/svazekPeriodika
| |
| http://linked.open...iv/tvurceVysledku
| - Madarasová Gecková, Andrea
- Sarková, Mária
- Bacikova-Sleskova, M.
- Katreniakova, Z.
- Van Den Heuvel, W.
- Van Dijk, J. P
|
| issn
| |
| number of pages
| |
| http://bibframe.org/vocab/doi
| - 10.1080/00131881.2014.965556
|
| http://localhost/t...ganizacniJednotka
| |
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