Mental health problems moderate the association between teacher violence and children’s social status in East Africa: A multi-informant study combining self- and peer-reports

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dc.contributor.authorHecker, Tobias
dc.contributor.authorDumke, Lars
dc.contributor.authorNeuner, Frank
dc.contributor.authorMasath, Faustine Bwire
dc.date.accessioned2021-09-03T12:37:10Z
dc.date.available2021-09-03T12:37:10Z
dc.date.issued2021
dc.description.abstractSchool victimization has been negatively associated with children’s social status. However, previous studies have primarily focused on peer victimization, leaving a significant knowledge gap regarding violence by teachers.We hypothesized that, when almost all children experience violence by teachers, not only the experience of violence, but also other factors, for example, mental health problems, may influence children’s social preference and centrality.We therefore examined potential moderation effects of children’s internalizing and externalizing problems. We implemented a multistage cluster randomized sampling approach to randomly chose fifth- and sixth-grade students from primary schools throughout Tanzania. Using a multi-informant approach, data were collected from 643 children (51.0% girls, Mage = 12.79 years). Results showed inconsistent direct associations between teacher violence and social status, whereas mental health problems were consistently associated with lower social status. Significant interaction effects were found for internalizing problems; that is, teacher violence was associated with lower social status for increasing internalizing problems. However, no interaction effects were found for externalizing problems. The findings underline the burden of exposure to violence by teachers and the importance of mental health for children’s social functioning. Knowledge about interrelations can be applied in interventions to effectively reduce violence by teachers toward students.en_US
dc.description.sponsorshipDaimler Benz Foundation (Grant No. 32-03/18).en_US
dc.identifier.citationHecker, T. et al. (2021) ‘Mental health problems moderate the association between teacher violence and children’s social status in East Africa: A multi-informant study combining self- and peer-reports Tobias’, Development and Psychopathology, pp. 1–10. doi: 10.1017/S095457942000228X.en_US
dc.identifier.issn0954-5794
dc.identifier.issn1469-2198
dc.identifier.urihttp://hdl.handle.net/20.500.11810/5799
dc.publisherCambridge University Pressen_US
dc.subjectexternalizing problems, internalizing problems, peer reports, school violence, social statusen_US
dc.titleMental health problems moderate the association between teacher violence and children’s social status in East Africa: A multi-informant study combining self- and peer-reportsen_US
dc.typeJournal Article, Peer Revieweden_US
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