Background: This study examined the pathways through which perceived teacher unfairness affects students' psychological adjustment, focusing on the mediating role of self-handicapping and the moderating role of perceived social support. Aims: The study investigated whether self-handicapping mediates the association between perceived teacher unfairness and students' psychological functioning, and whether perceived social support moderates this indirect relationship. Materials and methods: The sample comprised 694 students aged 10-14 (M_age = 12.30, SD = 0.95; 52.2% female) attending public schools in Northern Italy. Participants completed validated self-report measures assessing perceived teacher unfairness, self-handicapping, perceived social support, and psychological functioning. Mediation and moderated mediation analyses were conducted. Results: Self-handicapping significantly mediated the relationship between perceived teacher unfairness and psychological outcomes, including emotional symptoms, conduct problems, hyperactivity, and prosocial behaviour. Moderated mediation analyses indicated that perceived social support buffered the negative effects of self-handicapping. Specifically, the indirect effects of teacher unfairness on emotional and behavioural difficulties via self-handicapping were weaker among students reporting higher levels of social support, while no significant effects were found for peer relationship problems. Discussion: Teacher unfairness may contribute to maladjustment through increased self-handicapping, while social support serves as a protective factor. Conclusion: Interventions promoting teacher-student fairness and strengthening support networks may enhance adolescent well-being.
Perceived teacher unfairness and students' school-based adjustment: Exploring the mediating role of self-handicapping and the moderating role of social support
Mastrokoukou S.Supervision
2026-01-01
Abstract
Background: This study examined the pathways through which perceived teacher unfairness affects students' psychological adjustment, focusing on the mediating role of self-handicapping and the moderating role of perceived social support. Aims: The study investigated whether self-handicapping mediates the association between perceived teacher unfairness and students' psychological functioning, and whether perceived social support moderates this indirect relationship. Materials and methods: The sample comprised 694 students aged 10-14 (M_age = 12.30, SD = 0.95; 52.2% female) attending public schools in Northern Italy. Participants completed validated self-report measures assessing perceived teacher unfairness, self-handicapping, perceived social support, and psychological functioning. Mediation and moderated mediation analyses were conducted. Results: Self-handicapping significantly mediated the relationship between perceived teacher unfairness and psychological outcomes, including emotional symptoms, conduct problems, hyperactivity, and prosocial behaviour. Moderated mediation analyses indicated that perceived social support buffered the negative effects of self-handicapping. Specifically, the indirect effects of teacher unfairness on emotional and behavioural difficulties via self-handicapping were weaker among students reporting higher levels of social support, while no significant effects were found for peer relationship problems. Discussion: Teacher unfairness may contribute to maladjustment through increased self-handicapping, while social support serves as a protective factor. Conclusion: Interventions promoting teacher-student fairness and strengthening support networks may enhance adolescent well-being.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
