@article{ref1,
title="Transactional links between teacher-adolescent support, relatedness, and aggression at school: a three-wave longitudinal study",
journal="International journal of environmental research and public health",
year="2021",
author="Valdivia-Salas, Sonsoles and Lombas, Andrés S. and Martín-Albo, José and León, Jaime and Jiménez, Teresa I. and Estévez, Estefania",
volume="18",
number="2",
pages="e436-e436",
abstract="This study examines the reciprocal effects between two school-based relationships within the classroom-namely, perceived teacher support and relatedness with  classmates-and school aggression (overt and relational) across two courses of  secondary education. Participants were 654 adolescents (48% boys), who were assessed  in three waves: first, at the beginning of the academic year (T0), second, at the  end of the same academic year (T1), and third, at the beginning of the next academic  year (T2) (M(age wave 1) = 13.98 years). Autoregressive cross-lagged modeling was  applied. <br><br>RESULTS show a protective effect of relatedness against relational  aggression in both genders. Moreover, we observed a protective effect of perceived  teacher support at the beginning of the course for later school aggression as well  as a risk effect if this perceived teacher support is maintained throughout the  course. These effects were observed in relation with gender-atypical forms of  aggression (overt in girls and relational in boys). Finally, aggression had negative  consequences for relatedness in girls and for teacher support through the mediation  of relatedness in boys. Gender differences and practical implications of these  findings are discussed.<p /> <p>Language: en</p>",
language="en",
issn="1661-7827",
doi="10.3390/ijerph18020436",
url="http://dx.doi.org/10.3390/ijerph18020436"
}