Factors affecting sibling bullying and its association with self-esteem and depression in middle school students

Sibling bullying victimization and subjective well-being among children across 13 countries: The mediating roles of perceived social support and the moderating role of uncertainty avoidance culture

BACKGROUND

While sibling bullying victimization has been recognized as a significant factor detrimentally impacting children's subjective well-being, the underlying mechanisms have yet to be fully elucidated.

OBJECTIVE

This study seeks to investigate the potential mediating role of perceived social support, encompassing support from family, friend, teacher, and neighbor, as well as the moderating influence of uncertainty avoidance culture.

PARTICIPANTS AND SETTING

A sample of 19,328 children was obtained from Wave Three of Children's Worlds: International Survey of Children's Well-being in 13 countries.

METHODS

The structural equation model (SEM) was used to investigate the mediating role of perceived social support in the relationship between sibling bullying victimization and children's subjective well-being. The multiple group analysis was carried out to assess the moderating role of uncertainty avoidance culture.

RESULTS

This study reveals a negative association between sibling bullying victimization and children's subjective well-being (β = -0.138, p < 0.001). Perceived support from family, friend, teacher, and neighbor emerges as a mediating mechanism in this relationship. Uncertainty avoidance culture moderates this relationship, and this association is stronger for children raised in a strong uncertainty avoidance culture (β = -0.085, p < 0.001).

CONCLUSIONS

The results of this study contribute to our comprehension of the nexus between sibling bullying victimization and children's subjective well-being. Moreover, this study extends the current body of knowledge by delving into the cultural disparities spanning various countries.

The effect of self-esteem development programme applied to secondary school students on self-esteem and peer bullying victimization: A randomized controlled trial

BACKGROUND

Self-esteem and peer bullying, which affect the academic success and psychological development of secondary school students, are increasingly becoming a serious problem.

AIM

This study was conducted to examine the effect of the Self-Esteem Development Programme applied to secondary school students on self-esteem and peer bullying victimization.

METHODS

This randomized controlled trial was conducted with 66 students (intervention = 33, control = 33) studying in the 6th grade at a secondary school. Personal Information Form, Rosenberg Self-Esteem Scale and Peer Bullying Identification Scale Adolescent Form were used to collect the data. The intervention group received 8 sessions of Self-Esteem Development Programme in the form of one session per week of 45-60 min; the control group continued their routine education programme.

RESULTS

In the study, after the Self-Esteem Development Programme, the mean self-esteem score of the intervention group increased and the mean peer bullying score decreased, and the difference between the groups was found to be statistically significant (p < 0.05).

CONCLUSION

In conclusion, it can be stated that the Self-Esteem Programme is an effective psychiatric nursing intervention in increasing self-esteem and reducing peer bullying.

IMPLICATIONS FOR PRACTICES

Students with low self-esteem are at risk of exposure to peer bullying. This study provides significant evidence for improving the self-esteem and reducing peer bullying among students who are at risk due to low self-esteem and peer bullying. The results of this study demonstrate that the Self-Esteem Development Programme can be utilized to enhance self-esteem and reduce exposure to peer bullying among students.

CLINICALTRIALS ID

NCT04737374.

Sibling Violence and Bullying Behaviors in Peers: The Mediational Role of Self-Esteem

In the context of the existing research on families, sibling violence is a less explored area. However, it has seemingly received more attention recently, and it can assume a relevant role in understanding the maladaptive behavior of youngsters and bullying. Additionally, adolescents involved in bullying and self-esteem are associated with disruptive violence inside the family context. This study's sample consisted of 286 students, aged between 12 and 17 years, from both sexes. This study intends to explore the association between sibling violence and bullying behavior in peers and the mediator effect of self-esteem. The measures for data collection were a demographic questionnaire, the Social Exclusion and School Violence Questionnaire, The Revised Conflict Tactics Scales (Portuguese version for siblings), and the Rosenberg Self-Esteem Scale. The results show a negative effect between negotiation in the sibling relationship (victimization) and social exclusion and verbal aggression related to bullying behavior. Self-esteem represents a total and negative mediator in this connection. Our results also show a variety of indirect outcomes amongst the negotiation dimension, psychological aggression and injury between siblings, and the social exclusion and verbal aggression dimensions (on the aggression and victimization scales). The results will be discussed according to the attachment theory but considering the importance of affective bonds with siblings as a predisposing factor to an adaptive development course.