a surrey of causal relationship of parental bonding with bullying in school with mediating personality characteristics and student-teacher relationship quality: a proposed model

the aim of the present study was to examine the casual relationship of parental bonding with bullying in schools, mediated bypersonality characteristics and student-teacher relationship quality. 200 second-grade male high-school students in ahvaz were selected using multi-stage random sampling method. the data were collected by the parental bonding instrument (pbi), neo-personality inventory-revised (neo-ffi), bullying in school scale (bs) and inventory of teacher–student relationship )it-sr). the fitness of the proposed model was examined by structural equation modeling. the results showed that all direct paths, except direct paths of maternal bonding to neuroticism, paternal bonding to bullying in school, neuroticism to bullying in school, conscientiousness to bullying in school and openness to experience to bullying in school, were significant. indirect paths of maternal bonding through extraversion on bullying in school, paternal bonding through extraversion and neuroticism on bullying in school, conscientiousness through trusting on teacher on bullying in school, agreeableness through trusting on teacher on bullying in school and openness to experience through trusting on teacher on bullying in school were also significant. totally, appropriate parental bonding (high care and low protection) mediated by individual characteristics and trust in teacher as a more influential mediator can reduce bullying in school. therefore, the central role of the family, teachers and student's individual characteristics should be focused in interventions and planning’s related to reducing behavior problems.