The battered apple: An application of stressor-emotion-control/support theory to teachers’ experience of violence and bullying
基于压力源-情绪-控制/支持理论，调查美国公立学校教师对暴力和欺凌的感知，发现普遍欺凌比暴力更易导致压力，且行政处理满意度能调节暴力与压力的关系，同事支持反而加剧了主管欺凌的负面影响。
This study looked at factors that moderate responses to violence, bullying, and other stressors among public school teachers in the US. Grounded in stressor-emotion-control/ support (SEC/S) theory, the study emphasized the relevance of specific forms of control and support to specific stressors in analyzing moderation effects. A total of 779 teachers completed an online survey of their perceptions of their work environments. Pervasive bullying and violent acts were associated with strains in zero-order correlations, but when regressed, pervasive bullying rather than violence was associated with strains. Relations between violent acts and strains were moderated by satisfaction with the administrations’ handling of violent acts.This has important implications for the development of public and educational policy. Finally, co-worker social support interacted with supervisory/principal bullying, but, contrary to expectations, showed a reverse buffering effect.