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首页> 外文期刊>Psychology in the schools >Associations between different forms of peer victimization and school absences: The moderating role of teacher attachment and perceived school safety
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Associations between different forms of peer victimization and school absences: The moderating role of teacher attachment and perceived school safety

机译：不同形式的同伴受害和学校缺席之间的协会：教师依恋和感知学校安全的调节作用

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摘要

Given the significant negative impacts of peer victimization on youth development, studies have sought to understand what buffers against these consequences. To that end, the present study examined whether teacher attachment and perceptions of school safety moderated the associations between different forms of victimization and school absences over the course of an academic year among a sample of 272 high school students. Findings indicated that teacher attachment moderated the associations between relational and cyber victimization and absences, while perceived school safety moderated associations between relational victimization and absences. However, findings pertaining to cyber victimization were not as anticipated. Implications for prevention and intervention efforts in high schools are discussed.
机译：鉴于同龄人受害对青年发展的重大负面影响，研究试图了解哪些因素可以缓冲这些后果。为此，本研究以272名高中生为样本，考察了教师依恋和对学校安全的认知是否在一学年内调节了不同形式的伤害与缺课之间的关联。研究结果表明，教师依恋调节了关系伤害和网络伤害与缺勤之间的关联，而学校安全感调节了关系伤害和缺勤之间的关联。然而，有关网络受害的调查结果并不像预期的那样。讨论了对高中预防和干预工作的影响。

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