Demaray, Michelle K.
M.A. (Master of Arts)
Department of Psychology
Youth are involved in a range of bullying-related behaviors. Unfortunately, engagement in such behavior is associated with a variety of poor outcomes and thus it is important to understand the mechanisms behind this phenomenon as well as associated variables such as perceived teacher support and classmate support, as both types of support have been associated with engagement in bullying situations. Using Bronfenbrenner’s Social Ecological Model (Bronfenbrenner, 1977) as a backdrop, the aim of the current study was to investigate the longitudinal associations between bullying participant role behavior and perceived support from teachers and classmates. Specifically, this study examined the mediating effect of teacher social support on the association between classmate social support and five bullying participant role behaviors. A conditional process analysis (i.e., second-stage moderated mediation) including gender as the moderator was also examined. Data were gathered in the fall of 2015 and the spring of 2016. In a sample of 655 middle school students, results indicated that teacher social support significantly mediated the association between classmate social support and bullying as well as the association between classmate social support and assisting. Conditional process analyses that included gender evidenced that gender did not significantly moderate the association between teacher social support and any of the bullying participant role behaviors. In other words, no significant moderated mediation findings emerged.
Riffle, Logan, "Bully Participant Role Behavior and Social Support From Teachers and Classmates: A Longitudinal Conditional Process Analysis" (2020). Graduate Research Theses & Dissertations. 7595.
Northern Illinois University
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