TY - JOUR
T1 - An Investigation of Longitudinal Associations Between Psychological Distress and Student Victimization by Teachers
AU - Chen, Ji Kang
AU - Chang, Ching Wen
AU - Lin, Chung Ying
AU - Wang, Li Chih
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Departmental Initiative Schemes, Department of Social Work, the Chinese University of Hong Kong, Hong Kong, and General Research Fund, The Research Grants Council, Government of the Hong Kong Special Administrative Region, Hong Kong (Project Number 14617415).
Publisher Copyright:
© The Author(s) 2022.
PY - 2023/2
Y1 - 2023/2
N2 - Previous research has suggested that psychological distress (i.e., anxiety, depression, and somatization) is associated with student victimization by teachers. The direction and causality of this relationship have not yet been empirically supported. This study examined longitudinal associations between adolescent psychological distress (anxiety, depression, and somatization) and student victimization by teachers among 419 adolescents in grades 7–9 of secondary schools in Hong Kong. A self-administered questionnaire was conducted to collect student self-reported information about their experiences of victimization by teachers and their psychological distress, including depression, anxiety, and somatization, at two time points separated by a 9-month interval. A cross-lagged panel analysis provided evidence for the contribution of depression, anxiety, and somatization to later victimization by teachers. These findings were also relevant for male and female adolescents. The findings suggest that psychological distress, such as depression, anxiety, and somatization, is a risk factor predicting student victimization by teachers rather than the consequences of exposure to teacher violence. The results support the importance of reducing adolescent depression, anxiety, and somatization symptoms in future intervention programs to prevent them from being victimized by teachers.
AB - Previous research has suggested that psychological distress (i.e., anxiety, depression, and somatization) is associated with student victimization by teachers. The direction and causality of this relationship have not yet been empirically supported. This study examined longitudinal associations between adolescent psychological distress (anxiety, depression, and somatization) and student victimization by teachers among 419 adolescents in grades 7–9 of secondary schools in Hong Kong. A self-administered questionnaire was conducted to collect student self-reported information about their experiences of victimization by teachers and their psychological distress, including depression, anxiety, and somatization, at two time points separated by a 9-month interval. A cross-lagged panel analysis provided evidence for the contribution of depression, anxiety, and somatization to later victimization by teachers. These findings were also relevant for male and female adolescents. The findings suggest that psychological distress, such as depression, anxiety, and somatization, is a risk factor predicting student victimization by teachers rather than the consequences of exposure to teacher violence. The results support the importance of reducing adolescent depression, anxiety, and somatization symptoms in future intervention programs to prevent them from being victimized by teachers.
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U2 - 10.1177/08862605221106134
DO - 10.1177/08862605221106134
M3 - Article
C2 - 35666828
AN - SCOPUS:85131514811
SN - 0886-2605
VL - 38
SP - 3279
EP - 3297
JO - Journal of Interpersonal Violence
JF - Journal of Interpersonal Violence
IS - 3-4
ER -