Influences of students' teacher recognition on abuse

Abstract

The purpose of the present study was to examine the influences of students' teacher recognition on abuse. Elementary (n = 240) and junior high school students (n = 307) completed a questionnaire that asked about the students' teacher recognition, class norms regarding abusive behavior, the likelihood that the respondent would feel guilty because of having abused others, and potential participation in abusive acts toward a classmate. A hypothesized model was investigated by utilizing structural covariance analysis. The results were as follows: (a) the class norms regarding abusive behavior and the likelihood of feeling guilty had an inhibiting effect on potential participation in abuse both for the sake of amusement and for the sake of punishment, (b) the students' teacher recognition of acceptance, affinity, confidence, and objectivity had a facilitative effect on the class norms regarding abuse and on the likelihood of feeling guilty, (c) the fear of the students' teacher recognition and the class norms regarding abusive behavior facilitated the likelihood of feeling guilty, and (d) the students' teacher recognition of punishment suppressed the students' potential participation in abuse, both for the sake of amusement and for the sake of punishment. The importance of teachers' influence on preventing abuse was discussed.