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Gu J, Yang B, Wang JL. The role of core self-evaluation between peer victimization and depression: A longitudinal multilevel moderated mediation model and the healthy context paradox in Chinese adolescents. J Affect Disord 2024; 362:661-669. [PMID: 39019221 DOI: 10.1016/j.jad.2024.07.048] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/06/2023] [Revised: 06/16/2024] [Accepted: 07/12/2024] [Indexed: 07/19/2024]
Abstract
BACKGROUND According to the healthy context paradox, the negative effects of peer victimization on core self-evaluation and depressive symptoms may vary in different levels of classroom-level victimization. However, previous studies have not investigated this issue using a longitudinal study design. OBJECTIVE The present study used a longitudinal design to examine why and under what conditions peer victimization was associated with adolescents' depressive symptoms. METHOD A large number of Chinese adolescents (Time 1: N = 4164, 50.3 % girls, Mage = 12.89, SDage = 0.77; Time 2: N = 4001, 50.4 % girls, Mage = 14.39, SDage = 0.75) were followed for one and a half years. RESULTS Results showed that adolescents who were victimized in healthy contexts were more depressed and were at an increased risk of reporting more negative core self-evaluation than those victimized in unhealthy contexts. Moreover, core self-evaluation served as a mediator between peer victimization and depressive symptoms. LIMITATIONS This study included two waves of data, which limited the exploration of dynamic relationships between peer victimization and depressive symptoms. In addition, the self-reported data weakened the objectivity of the results. Finally, this study neglected the effects of different dimensions of peer victimization on depressive symptoms. CONCLUSIONS The healthy context paradox of peer victimization is identified in China, highlighting that future interventions of peer victimization should pay more attention to specific remaining victimized and self-devaluing individuals in healthy contexts.
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Affiliation(s)
- JingJing Gu
- Center for Mental Health Education, Faculty of Psychology, Southwest University, China.
| | - BoYi Yang
- Center for Mental Health Education, Faculty of Psychology, Southwest University, China
| | - Jin-Liang Wang
- Center for Mental Health Education, Faculty of Psychology, Southwest University, China.
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2
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Zhao R, Kong X, Li M, Zhu X, Wang J, Ding W, Ding X. Shyness, Sport Engagement, and Internalizing Problems in Chinese Children: The Moderating Role of Class Sport Participation in a Multi-Level Model. Behav Sci (Basel) 2024; 14:661. [PMID: 39199057 PMCID: PMC11351716 DOI: 10.3390/bs14080661] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2024] [Revised: 07/28/2024] [Accepted: 07/29/2024] [Indexed: 09/01/2024] Open
Abstract
The relations between shyness and internalizing problems have been mainly explored at the individual level, with little known about its dynamics at the group level. This study aims to examine the mediating effect of individual-level sport engagement and the moderating effect of class-level sport participation in the relations between shyness and internalizing problems. The participants were 951 children attending primary and middle school from grade 3 to grade 7 (Mage = 11 years, 509 boys) in urban areas of China. Cross-sectional data were collected using self-report assessments. Multi-level analysis indicated that (1) shyness was positively associated with internalizing problems; (2) sport engagement partially mediated the relations between shyness and internalizing problems; and (3) class sport participation was a cross-level moderator in the mediating relations between shyness, sport engagement, and internalizing problems. Shy children in classes with a higher level of sport participation tend to have less sport engagement and more internalizing problems than those in classes with a lower level of sport participation. These findings illuminate implications from a multi-level perspective for shy children's adjustment in a Chinese context. The well-being of shy children could be improved by intervening in sport activity, addressing both individual engagement and group dynamics, such as class participation.
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Affiliation(s)
- Rumei Zhao
- School of Psychology, Shanghai Normal University, Shanghai 200234, China; (R.Z.); (M.L.); (X.Z.); (J.W.)
| | - Xiaoxue Kong
- Department of Psychology, Neuroscience and Behaviour, McMaster University, Hamilton, ON L8S 4K1, Canada;
| | - Mingxin Li
- School of Psychology, Shanghai Normal University, Shanghai 200234, China; (R.Z.); (M.L.); (X.Z.); (J.W.)
| | - Xinyi Zhu
- School of Psychology, Shanghai Normal University, Shanghai 200234, China; (R.Z.); (M.L.); (X.Z.); (J.W.)
| | - Jiyueyi Wang
- School of Psychology, Shanghai Normal University, Shanghai 200234, China; (R.Z.); (M.L.); (X.Z.); (J.W.)
| | - Wan Ding
- School of Psychology, Parent Education Research Center, Zhejiang Normal University, Jinhua 321004, China
| | - Xuechen Ding
- School of Psychology, Shanghai Normal University, Shanghai 200234, China; (R.Z.); (M.L.); (X.Z.); (J.W.)
- Lab for Educational Big Data and Policymaking, Ministry of Education, Shanghai 200234, China
- The Research Base of Online Education for Shanghai Middle and Primary Schools, Shanghai 200234, China
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3
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Song S, Guo R, Chen X, Li C. How School Burnout Affects Depression Symptoms Among Chinese Adolescents: Evidence from Individual and Peer Clique Level. J Youth Adolesc 2024:10.1007/s10964-024-02044-0. [PMID: 38965138 DOI: 10.1007/s10964-024-02044-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/11/2024] [Accepted: 06/20/2024] [Indexed: 07/06/2024]
Abstract
The impact of peer clique school burnout norms on adolescents' emotional adaptation is becoming increasingly prominent, but its underlying mechanisms remain unclear, especially in China where academic achievement is highly valued. The present study examined how clique burnout norms impact the relationship between school burnout, negative cognitive bias, and depressive symptoms. A total of 904 Chinese adolescents (57% boys; Mage = 12.73, SD = 0.43) participated in a two-wave longitudinal study (initiated in 2015, with approximately a 2-year interval). The results of multilevel models indicated that only in low clique burnout norms, adolescents with high school burnout at T1 would exhibit more negative cognitive bias and suffer from more depressive symptoms at T2, whereas the moderating effect was only observed in all-boys cliques. These findings reflect that a decrease in the overall level of burnout within a peer clique does not necessarily benefit every student, and the adaptation issues of students experiencing burnout still require attention even in a relatively healthy context.
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Affiliation(s)
- Shengcheng Song
- School of Psychology, Shaanxi Normal University, Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, Xi'an, China
| | - Ruonan Guo
- School of Psychology, Shaanxi Normal University, Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, Xi'an, China
| | - Xinyu Chen
- School of Psychology, Shaanxi Normal University, Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, Xi'an, China
| | - Caina Li
- School of Psychology, Shaanxi Normal University, Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, Xi'an, China.
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4
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Odigie T, Elsden E, Hosozawa M, Patalay P, Pingault JB. The healthy context paradox: a cross-country analysis of the association between bullying victimisation and adolescent mental health. Eur Child Adolesc Psychiatry 2024:10.1007/s00787-024-02483-x. [PMID: 38832961 DOI: 10.1007/s00787-024-02483-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/02/2024] [Accepted: 05/23/2024] [Indexed: 06/06/2024]
Abstract
Bullying victimisation is an increasing global health problem among adolescents and is associated with short- and long-term adverse mental health outcomes. Investigating whether associations with mental health vary across national contexts and why, can provide insights into mechanisms underlying those associations and inform policy. We used data from 479,685 adolescents participating in the 2018 Program for International Student Assessment (PISA) cross-sectional survey and examined whether the associations between bullying victimisation, psychological distress and life satisfaction vary across 63 countries. We further tested the modifying role of country-level factors - bullying prevalence, income inequality and national wealth, by implementing multilevel cross-country analyses. We found significant associations between bullying victimisation, increased psychological distress (β = 0.181; 95%CI: 0.178, 0.184) and decreased life satisfaction (β = -0.158; 95%CI: -0.162, -0.155). Associations between bullying victimisation, psychological distress and life satisfaction among adolescents were consistent across countries in terms of direction but effect sizes varied substantially. The effects ranged from β = 0.08 in the Philippines to β = 0.40 in South Korea for psychological distress and from β = -0.05 in the Philippines to β = -0.36 in the United Kingdom for life satisfaction. In addition, consistent with the "healthy context paradox" effect, associations between bullying and mental health were larger in countries where the prevalence of bullying was lower, as well as in higher-income countries. Interventions aiming to reduce bullying victimisation should aim to provide additional targeted support for those who still experience bullying after the intervention.
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Affiliation(s)
- Tracy Odigie
- Department of Clinical, Educational and Health Psychology, University College London, 26 Bedford Way, London, WC1H 0AP, UK.
| | - Esme Elsden
- Department of Clinical, Educational and Health Psychology, University College London, 26 Bedford Way, London, WC1H 0AP, UK
| | - Mariko Hosozawa
- Department of Clinical, Educational and Health Psychology, University College London, 26 Bedford Way, London, WC1H 0AP, UK
| | - Praveetha Patalay
- Department of Clinical, Educational and Health Psychology, University College London, 26 Bedford Way, London, WC1H 0AP, UK
| | - Jean-Baptiste Pingault
- Department of Clinical, Educational and Health Psychology, University College London, 26 Bedford Way, London, WC1H 0AP, UK
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5
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Li M, Gong H, Sun W, Ma P, Chen Y, Gao Y. The health context paradox in the relationship between victimization, classroom bullying attitudes, and adolescent depression: An analysis based on the hlm model. J Affect Disord 2024; 354:694-701. [PMID: 38492648 DOI: 10.1016/j.jad.2024.03.012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/04/2023] [Revised: 02/19/2024] [Accepted: 03/04/2024] [Indexed: 03/18/2024]
Abstract
From the perspective of the health context paradox, this study examined the relationship between adolescent victimization and depression based on the diathesis-stress model and attribution theory using a nested model. A survey was conducted on 3743 Chinese adolescents using the Bullying & Victimization Scale, Rumination Scale, Beck Depression Inventory, and Bullying Attitude Scale. The results disclosed that victimization had a positive impact on depression, rumination played a mediating role between victimization and depression, and classroom anti-bullying attitudes heightened the correlation between victimization and developing depression as well as between victimization and engaging in rumination thinking. This study provides a new cross-level perspective to reduce the occurrence of depression among bullied adolescents and further validates the health context paradox, expanding its applicability range. It also provides new experimental research references for reducing depression among bullied adolescents from a more comprehensive, cross-level perspective in the future.
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Affiliation(s)
- Mengge Li
- School of Psychology, South China Normal University, Guangzhou, Guangdong, China.
| | - Huoliang Gong
- School of Psychology Henan University Jinming Campus, Henan University, Kaifeng, Henan, China.
| | - Wenyan Sun
- Zhengzhou Children's Hospital, Zhengzhou, Henan, China
| | - Peng Ma
- School of Psychology, South China Normal University, Guangzhou, Guangdong, China
| | - Yuping Chen
- School of Psychology, South China Normal University, Guangzhou, Guangdong, China
| | - Yuan Gao
- School of Psychology, South China Normal University, Guangzhou, Guangdong, China
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6
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Yang JY, McDonald KL, Seo S. Coping strategies in response to peer victimization: Comparing adolescents in the United States and Korea. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2024; 34:159-172. [PMID: 38083990 DOI: 10.1111/jora.12906] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/04/2022] [Revised: 11/15/2023] [Accepted: 11/26/2023] [Indexed: 02/18/2024]
Abstract
We examined cultural specificity in how adolescents' coping strategies in response to peer victimization are associated with adjustment with a sample of 7th-8th graders from the United States (n = 292, 60% female, Mage = 13.6, SD = 0.65) and South Korea (n = 462, 50.2% female, Mage = 13.7, SD = 0.58). Participants read scenarios describing victimization and rated the likelihood of utilizing different coping strategies. US adolescents rated conflict resolution, cognitive distancing, and revenge higher than Korean adolescents, while Korean adolescents endorsed social support seeking more than US adolescents. Social support seeking was positively associated with global self-worth in both countries; however, social support seeking was negatively related to depression and social anxiety only for Korean youth.
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Affiliation(s)
- Joo Young Yang
- Department of Psychology, University of Nebraska at Omaha, Omaha, Nebraska, USA
| | | | - Sunmi Seo
- Department of Psychology, University of Alabama, Tuscaloosa, Alabama, USA
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7
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Laninga-Wijnen L, Yanagida T, Garandeau CF, Malamut ST, Veenstra R, Salmivalli C. Is there really a healthy context paradox for victims of bullying? A longitudinal test of bidirectional within-and between-person associations between victimization and psychological problems. Dev Psychopathol 2023:1-15. [PMID: 37990407 DOI: 10.1017/s0954579423001384] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2023]
Abstract
The finding that victims' psychological problems tend to be exacerbated in lower-victimization classrooms has been referred to as the "healthy context paradox." The current study has put the healthy context paradox to a strict test by examining whether classroom-level victimization moderates bidirectional within- and between-person associations between victimization and psychological adjustment. Across one school year, 3,470 Finnish 4th to 9th graders (Mage = 13.16, 46.1% boys) reported their victimization, depressive symptoms, anxiety, and self-esteem. Three types of multilevel models (cross-lagged panel, latent change score, and random-intercept cross-lagged panel) were estimated for each indicator of psychological adjustment. Findings indicated that the healthy context paradox emerges because classroom-level victimization moderates the prospective effect of victimization on psychological problems, rather than the effect of psychological problems on victimization. In classrooms with lower victimization, victims not only experience worse psychological maladjustment over time compared to others (between-person changes), but also higher maladjustment than before (absolute within-person changes).
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Affiliation(s)
| | - Takuya Yanagida
- Department of Developmental and Educational Psychology, University of Vienna, Wien, Austria
| | | | | | - René Veenstra
- Department of Sociology, University of Groningen, Groningen, The Netherlands
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8
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Xiong Y, Wang Y, Wang Q, Zhang H, Yang L, Ren P. Bullying victimization and depressive symptoms in Chinese adolescents: the roles of belief in a just world and classroom-level victimization. Eur Child Adolesc Psychiatry 2023; 32:2151-2162. [PMID: 35927525 DOI: 10.1007/s00787-022-02059-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/29/2021] [Accepted: 07/27/2022] [Indexed: 11/03/2022]
Abstract
Studies have demonstrated that bullying victimization is a risk factor for depressive symptoms; however, little is known about the underlying processes that may mediate or moderate this relationship. To address this research gap, this study examined the mediating effects of personal and general belief in a just world (BJW) and the moderating effect of classroom-level victimization on the relationship between bullying victimization and depressive symptoms. Using a short-term longitudinal design, two-wave data were obtained from 2,551 Chinese adolescents (initial age = 12.99 ± 0.61, 52.2% boys) from 47 classes over 6 months. The results indicated that Time 1 personal BJW mediated the relationship between Time 1 bullying victimization and Time 2 depressive symptoms. Furthermore, the mediating effect of Time 1 personal BJW was moderated by Time 1 classroom-level victimization; this effect was stronger for adolescents in classrooms with low levels of victimization. These findings contribute to our understanding of how and when bullying victimization impacts youth depressive symptoms. Education practitioners should pay special attention to personal BJW in victimized adolescents, especially when classroom-level victimization is low.
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Affiliation(s)
- Yuke Xiong
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing, 100875, China
| | - Yue Wang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing, 100875, China
| | - Quanquan Wang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing, 100875, China
| | - Hang Zhang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing, 100875, China
| | - Liu Yang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing, 100875, China
| | - Ping Ren
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing, 100875, China.
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9
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Huang Y, Gan X, Jin X, Wei Z, Cao Y, Ke H. The healthy context paradox of bullying victimization and academic adjustment among Chinese adolescents: A moderated mediation model. PLoS One 2023; 18:e0290452. [PMID: 37594975 PMCID: PMC10437784 DOI: 10.1371/journal.pone.0290452] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2023] [Accepted: 08/08/2023] [Indexed: 08/20/2023] Open
Abstract
Few empirical studies have specifically examined the underlying mechanisms of the "healthy context paradox" in Chinese cultural context. By constructing a moderated mediation model, the present study investigated the relationship between bullying victimization and academic adjustment, as well as the mediating effects of subjective well-being and the moderating role of classroom-level victimization. A sample of 631 adolescents (Mage = 13.75, SD = 0.74, 318 boys) were recruited from four schools in Hubei, Southern China. Results show that: (1) classroom-level victimization moderates the relationship between bullying victimization and academic adjustment. (2) Classroom-level victimization moderates the association through subjective well-being. This study confirms the healthy context paradox of bullying victimization and first reveals the mechanism of the mediating role of subjective well-being. Understanding the mechanisms that contribute to the health context paradox is crucial for developing targeted intervention strategies for individuals who experience ongoing bullying.
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Affiliation(s)
- Yongqi Huang
- Department of Psychology, College of Education and Sports Sciences, Yangtze University, Jingzhou, China
| | - Xiong Gan
- Department of Psychology, College of Education and Sports Sciences, Yangtze University, Jingzhou, China
| | - Xin Jin
- Department of Psychology, College of Education and Sports Sciences, Yangtze University, Jingzhou, China
| | - Zixu Wei
- Department of Psychology, College of Education and Sports Sciences, Yangtze University, Jingzhou, China
| | - Youhan Cao
- Department of Psychology, College of Education and Sports Sciences, Yangtze University, Jingzhou, China
| | - Hanzhe Ke
- Department of Psychology, College of Education and Sports Sciences, Yangtze University, Jingzhou, China
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10
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Xiong Y, Wang Y, Wang Q, Wang H, Ren P. Can Lower Levels of Classroom Victimization be harmful? Healthy Context Paradox Among Chinese Adolescents. JOURNAL OF INTERPERSONAL VIOLENCE 2023; 38:2464-2484. [PMID: 35590249 DOI: 10.1177/08862605221102482] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
The healthy context paradox is defined as the phenomenon that victims' psychological adjustment worsens in a context with a lower rate of victimization. The unexpected pattern was primarily confirmed in children and adolescents from western societies, and it is unclear whether classroom-level victimization could moderate the link between peer victimization and psychological adjustment in the Chinese cultural context, where Confucian philosophies and collectivism are highly valued. Furthermore, most existing research used a single method to assess peer victimization. The current study attempted to examine classroom-level peer victimization as a moderator in the association between individual-level peer victimization and depression, self-esteem, and well-being among 2613 Chinese seventh graders (1237 girls, Mage = 13.00±.61) from 47 classrooms (Mclassroom size = 55.60, range from 45 to 65) using both self-reported and peer-reported information on peer victimization. At the individual level, the results revealed that both self- and peer-reported victimization were positively related to depression and negatively related to self-esteem and well-being. Most importantly, consistent with past findings documenting the healthy context paradox, self-reported victimized youth experienced a higher level of depression and lower level of self-esteem and well-being in classrooms where the overall level of victimization was relatively low. However, the healthy context paradox was not replicated in the nominated data of peer victimization. These results confirmed the healthy context paradox in Chinese culture to some extent. The findings emphasize the importance of measuring peer victimization from multiple sources and suggest there is a need for additional support to victimized middle school students where the classroom context was relatively healthy.
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Affiliation(s)
- Yuke Xiong
- Collaborative Innovation Center of Assessment toward Basic Education Quality, 47836Beijing Normal University, Beijing, China
| | - Yue Wang
- Collaborative Innovation Center of Assessment toward Basic Education Quality, 47836Beijing Normal University, Beijing, China
| | - Quanquan Wang
- Collaborative Innovation Center of Assessment toward Basic Education Quality, 47836Beijing Normal University, Beijing, China
| | - Hui Wang
- Institute of Developmental Psychology, 216065Beijing Normal University, Beijing, China
| | - Ping Ren
- Collaborative Innovation Center of Assessment toward Basic Education Quality, 47836Beijing Normal University, Beijing, China
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11
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Salmivalli C. Focus on targeted interventions addressing bullying: what explains their success or failure? EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2023. [DOI: 10.1080/17405629.2022.2156857] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/18/2023]
Affiliation(s)
- Christina Salmivalli
- INVEST flagship research center/Department of psychology and speech-language pathology, University of Turku, Turku, Finland
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12
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Wei Y, Ren P, Qin X, Zhang Y, Luo F, Chen C. Adolescent Peer Victimization and Deliberate Self-Harm: A Three-Wave Moderated Mediation Model. JOURNAL OF INTERPERSONAL VIOLENCE 2023; 38:NP565-NP587. [PMID: 35358398 DOI: 10.1177/08862605221082740] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
Background: Identifying deliberate self-harm (DSH) and peer victimization in adolescents is a public health issue. The present study evaluates a three-wave longitudinal model to examine the effect of peer victimization on DSH and the roles of internalizing problems (depression and anxiety) and perceived peer and teacher support climate in this relationship. Methods: The participants were 2381 adolescents (51.2% boys, Mage = 13.38, SD = .59) from Chinese middle schools. Self-report measures were used to collect data every 6 months in three waves. Results: (1) Peer victimization at T1 positively predicted DSH at T3. (2) Depression at T2, rather than anxiety, mediated the relationship between peer victimization at T1 and DSH at T3. (3) Perceived peer support climate at T1 played a moderating role between peer victimization at T1 and depression and anxiety at T2, but perceived teacher support climate did not. Peer victimization had a stronger predictive effect on depression and anxiety for students with high level of perceived peer support climate. Limitations: Study limitations include the short interval (6 months) of the longitudinal design, the reliance on self-report questionnaires, the inclusion of only one aspect of student-student and teacher-student relationships, and the age limitation. Conclusions: The results demonstrated the importance of prevention for improving social and emotional skills to reduce peer victimization and of interventions to promote a peer support climate in the classroom. The findings highlight the need to consider different types of internalizing problems and perceived support in studies of DSH in adolescents.
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Affiliation(s)
- Yi Wei
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing, China
| | - Ping Ren
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing, China
| | - Xingna Qin
- Department of Sociology, 3647University of Groningen, Groningen, The Netherlands
| | - Yunyun Zhang
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing, China
| | - Fang Luo
- School of Psychology, 47836Beijing Normal University, Beijing, China
| | - Chuansheng Chen
- Department of Psychological Science, 8788University of California, Irvine, Beijing, China
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13
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Liu L, Zhai P, Wang M. Parental Harsh Discipline and Migrant Children's Anxiety in China: The Moderating Role of Parental Warmth and Gender. JOURNAL OF INTERPERSONAL VIOLENCE 2022; 37:NP18761-NP18783. [PMID: 34399600 DOI: 10.1177/08862605211037580] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
The present study examined the moderating effects of both parents' warmth in the relations between parental harsh discipline (psychological aggression and corporal punishment) and migrant children's anxiety and parent and child gender differences in the moderating mechanism in Chinese society. This study used a sample of 477 elementary school-age children and both their parents in Chinese migrant families. We constructed a Structural Equation Model to explore the relation between parental harsh discipline (psychological aggression and corporal punishment) and migrant children's anxiety and the moderating role of parental warmth. Our findings revealed that maternal but not paternal psychological aggression was found to significantly predict boys' anxiety. Moreover, maternal warmth exacerbated the relations between paternal corporal punishment and girls' anxiety. The findings provide partial support for the "healthy context paradox" and highlight the importance of considering how the broader family emotional context may interact with parental harsh discipline to influence child adjustment.
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Affiliation(s)
- Li Liu
- Shandong Normal University, Jinan, China
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14
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Wang C, Yao J, Patel A, Li B. Can school climate or peer preference moderate the adjustment difficulties associated with peer victimization among Chinese middle school students? SCHOOL PSYCHOLOGY INTERNATIONAL 2022. [DOI: 10.1177/01430343221108345] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Most research on peer victimization has focused on Western samples, but in recent years peer victimization in China has become more prevalent. As a result, limited information is available on how peer victimization, school climate, peer preference, and adjustment difficulties impact Chinese middle school students. This cross-sectional study explored these relations. With a sample of 734 7th and 8th-grade students (54.1% male, 45.8% female) from two middle schools in Beijing, China, findings revealed that peer victimization and peer preference predicted adjustment difficulties; however, school climate did not. Although peer preference was not a significant moderator of the association between peer victimization and adjustment difficulties, school climate significantly moderated the relation between relational peer victimization and adjustment difficulties. Limitations, future directions, and implications are further discussed.
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Affiliation(s)
- Cixin Wang
- Department of Counseling, Higher Education, and Special Education, University of Maryland, College Park, MD, USA
| | - Jocelyn Yao
- Department of Counseling, Higher Education, and Special Education, University of Maryland, College Park, MD, USA
| | - Ami Patel
- Department of Counseling, Higher Education, and Special Education, University of Maryland, College Park, MD, USA
| | - Beilei Li
- Faculty of Education, Beijing Normal University, Beijing, China
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15
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Components Related to Long-Term Effects in the Intra- and Interpersonal Domains: A Meta-Analysis of Universal School-Based Interventions. Clin Child Fam Psychol Rev 2022; 25:627-645. [PMID: 35908266 PMCID: PMC9622567 DOI: 10.1007/s10567-022-00406-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/15/2022] [Indexed: 11/17/2022]
Abstract
The aims of the present meta-analysis were to (1) examine long-term effects of universal secondary school-based interventions on a broad range of competencies and problems and (2) analyze which intervention components were related to stronger or weaker intervention effects at follow-up. Fifty-four studies of controlled evaluations (283 effect sizes) reporting on 52 unique interventions were included. Long-term intervention effects were significant but small; effect sizes ranged from .08 to .23 in the intrapersonal domain (i.e., subjective psychological functioning) and from .10 to .19 in the interpersonal domain (i.e., social functioning). Intervention components were generally related to effects on specific outcomes. Some components (e.g., group discussions) were even related to both stronger and weaker effects depending on the assessed outcome. Moreover, components associated with long-term effects differed from those associated with short-term effects. Our findings underscore the importance of carefully selecting components to foster long-term development on specific outcomes. PROSPERO registration number: CRD42019137981.
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Zhu Q, Cheong Y, Wang C. Relation Between Peer Victimization and Mental Health Among Chinese Students: Perceived School Climate and Covitality as Potential Moderators. SCHOOL PSYCHOLOGY REVIEW 2022. [DOI: 10.1080/2372966x.2022.2088250] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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17
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Zhao Q, Li C. Victimized adolescents' aggression in cliques with different victimization norms: The healthy context paradox or the peer contagion hypothesis? J Sch Psychol 2022; 92:66-79. [DOI: 10.1016/j.jsp.2022.03.001] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2021] [Revised: 12/25/2021] [Accepted: 03/04/2022] [Indexed: 10/18/2022]
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Healy KL, Thomas HJ, Sanders MR, Scott JG. Empirical and theoretical foundations of family interventions to reduce the incidence and mental health impacts of school bullying victimization. Int Rev Psychiatry 2022; 34:140-153. [PMID: 35699098 DOI: 10.1080/09540261.2022.2045260] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/18/2022]
Abstract
Bullying victimisation is a serious risk factor for mental health problems in children and adolescents. School bullying prevention programs have consistently produced small to moderate reductions in victimisation and perpetration. However, these programs do not necessarily help all students affected by bullying. Paradoxically whole-school programs lead to higher levels of depression and poorer self-esteem for students who continue to be victimised after program implementation. This may be because some elements of whole-school programs make victims more visible to their peers, thus further eroding their peer social status. Three main identified risk factors for children and adolescents who continue to be victimised following school bullying prevention programs are peer rejection, internalising problems, and lower quality parent-child relationships. All are potentially modifiable through family interventions. A large body of research demonstrates the influence of families on children's social skills, peer relationships and emotional regulation. This paper describes the theoretical foundations and empirical evidence for reducing the incidence and mental health outcomes of school bullying victimisation through family interventions. Family interventions should be available to complement school efforts to reduce bullying and improve the mental health of young people.
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Affiliation(s)
- Karyn L Healy
- QIMR Berghofer Medical Research Institute, Herston, Qld, Australia.,School of Psychology, The University of Queensland, St. Lucia, Qld, Australia
| | - Hannah J Thomas
- QIMR Berghofer Medical Research Institute, Herston, Qld, Australia.,Queensland Centre for Mental Health Research, Wacol, Qld, Australia.,School of Public Health, The University of Queensland, Herston, Qld, Australia
| | - Matthew R Sanders
- School of Psychology, The University of Queensland, St. Lucia, Qld, Australia
| | - James G Scott
- QIMR Berghofer Medical Research Institute, Herston, Qld, Australia.,Queensland Centre for Mental Health Research, Wacol, Qld, Australia.,School of Public Health, The University of Queensland, Herston, Qld, Australia.,Metro North Mental Health Service, Herston, Qld, Australia
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Zhou Y, Zheng H, Liang Y, Wang J, Han R, Liu Z. Joint Developmental Trajectories of Bullying and Victimization from Childhood to Adolescence: A Parallel-Process Latent Class Growth Analysis. JOURNAL OF INTERPERSONAL VIOLENCE 2022; 37:NP1759-NP1783. [PMID: 32552179 DOI: 10.1177/0886260520933054] [Citation(s) in RCA: 17] [Impact Index Per Article: 8.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Previous studies have shown that bullying and victimization can be experienced simultaneously by an individual and can change over time. Understanding the joint longitudinal development of the two is of great significance. We conducted a 4-year longitudinal study to examine the joint developmental trajectories of bullying and victimization, gender and grade differences in trajectory group membership, and changes in specific forms of bullying and victimization (verbal, relational, and physical bullying /victimization) in each trajectory group. A total of 775 children from China participated in our study. The average age of participants at the first wave was 10.90 years (SD = 1.12), and boys accounted for 69.5% of the sample. Based on mean scores, four distinct joint developmental trajectories of bullying and victimization were found: the involvement group (both bullying and victimization increased from low to high over time, accounting for 7.6% of the total), the desisted group (both bullying and victimization decreased from high to low over time, 6.1%), the victimization group (victimization remained at a high level, whereas bullying remained at a low level for 3 years, 13.2%), and the noninvolved group (bullying and victimization remained at a stable low level, 73.1%). Boys were more likely than girls to belong to the involvement group, desisted group, and victimization group, whereas girls were more likely than boys to belong to the noninvolved group. There was no significant grade difference in the trajectory group. All forms of bullying/victimization were consistent with the overall trend and showed similar levels. These results have important implications for the prevention of and interventions for school bullying.
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Affiliation(s)
- Yueyue Zhou
- CAS Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, China
- Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | - Hao Zheng
- CAS Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, China
- Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | - Yiming Liang
- CAS Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, China
- Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | - Jiazhou Wang
- CAS Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, China
- Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | - Ru Han
- CAS Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, China
- Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | - Zhengkui Liu
- CAS Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, China
- Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
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The Healthy Context Paradox: When Reducing Bullying comes at a Cost to Certain Victims. THE SPANISH JOURNAL OF PSYCHOLOGY 2022; 25:e27. [DOI: 10.1017/sjp.2022.23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Abstract
Bullying remains one of the most serious problems affecting school systems around the world. The negative consequences of bullying in the short and long term have been widely documented, showing that victimized students are at greater risk of suffering psychosocial distress. In this paper, we first summarize the current situation of bullying prevention, adopting a contextual perspective, and briefly highlighting the characteristics of the most effective prevention programs. Secondly, we address a disturbing phenomenon detected in classrooms where bullying has been reduced through interventions and which has been termed “the healthy context paradox”. In these healthier contexts, students who remain in a situation of victimization have been found to present poorer psychological adjustment after the intervention. Understanding the causes of this phenomenon may offer clues for the prevention of bullying. In this regard, we present three hypotheses recently proposed to explain the phenomenon. Finally, we offer some implications for the study and prevention of bullying derived from “the healthy context paradox”.
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Salmivalli C, Laninga‐Wijnen L, Malamut ST, Garandeau CF. Bullying Prevention in Adolescence: Solutions and New Challenges from the Past Decade. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2021; 31:1023-1046. [PMID: 34820956 PMCID: PMC9271952 DOI: 10.1111/jora.12688] [Citation(s) in RCA: 28] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/15/2023]
Abstract
Bullying among youth at school continues to be a global challenge. Being exposed to bullying may be especially hurtful in adolescence, a vulnerable period during which both peer group belonging and status become key concerns. In the current review, we first summarize the effectiveness of the solutions that were offered a decade ago in the form of anti-bullying programs. We proceed by highlighting some intriguing challenges concomitant to, or emerging from these solutions, focusing especially on their relevance during adolescence. These challenges are related to (1) the relatively weak, and highly variable effects of anti-bullying programs, (2) the complex associations among bullying, victimization, and social status, (3) the questions raised regarding the beneficial (or possibly iatrogenic) effects of peer defending, and (4) the healthy context paradox, that is, the phenomenon of remaining or emerging victims being worse off in contexts where the average levels of victimization decrease. We end by providing some suggestions for the next decade of research in the area of bullying prevention among adolescents.
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22
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Nickerson AB, Ostrov JM. Protective Factors and Working with Students Involved in Bullying: Commentary on the Special Issue and Dedication to Dan Olweus. SCHOOL MENTAL HEALTH 2021. [DOI: 10.1007/s12310-021-09471-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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23
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Pan B, Li T, Ji L, Malamut S, Zhang W, Salmivalli C. Why Does Classroom-Level Victimization Moderate the Association Between Victimization and Depressive Symptoms? The "Healthy Context Paradox" and Two Explanations. Child Dev 2021; 92:1836-1854. [PMID: 34196997 DOI: 10.1111/cdev.13624] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
The present longitudinal study examined how and why classroom-level victimization moderates the prospective association between peer victimization and depressive symptoms with 2,643 third- and fourth-graders (Mage = 10.01 years) in China. Multilevel modeling revealed that peer victimization was more strongly associated with increasing depressive symptoms in classrooms with lower classroom-level victimization. Moreover, two mechanisms were identified to explain the moderating effect of classroom-level victimization. First, low classroom-level victimization reduced victimized children's received friendship nominations from peers, thereby leading to increases in depressive affect. Second, low classroom-level victimization affected victimized children's depressive symptoms through damage to their social self-concept. These findings provide support for the "healthy context paradox" in the Chinese culture, and highlight the mechanisms of this phenomenon.
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Wang C, La Salle T, Wu C, Liu JL. Do Parental Involvement and Adult Support Matter for Students’ Suicidal Thoughts and Behavior in High School? SCHOOL PSYCHOLOGY REVIEW 2021. [DOI: 10.1080/2372966x.2021.1873058] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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25
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Disciplinary Structure and Teacher Support in Chinese and Canadian Schools: Examining How Authoritative Disciplinary Practices Protect Youth Involved in Bullying at School. SCHOOL MENTAL HEALTH 2021. [DOI: 10.1007/s12310-021-09431-z] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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26
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Martin A, Muñoz JM, Braza P, Ruiz-Ortiz R, del Puerto-Golzarri N, Pascual-Sagastizábal E, Azurmendi A, Carreras R. Parental Corporal Punishment and Peer Victimization in Middle Childhood: A Sex-Moderated Mediation Model of Aggression. Front Psychol 2021; 11:573329. [PMID: 33716839 PMCID: PMC7952760 DOI: 10.3389/fpsyg.2020.573329] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2020] [Accepted: 12/23/2020] [Indexed: 11/13/2022] Open
Abstract
There is a peak in peer victimization during middle childhood, with multiple negative consequences. Parental use of corporal punishment and child aggression are the most widely studied predictors of this phenomenon. The aim of the present study was to analyze whether parental use of corporal punishment affects peer victimization through child aggression. This mediation model was explored for both mothers and fathers and for both physical and relational forms of aggression and peer victimization. Furthermore, we also analyzed whether the mediation models were moderated by the sex of the child. Participants were 234 third graders (46% girls). Child aggression and victimization were measured by peers using the Mini Direct Indirect Aggression Inventory. Independent measures of mother's and father's use of corporal punishment were obtained from a PCA of items from the Parental Styles and Dimensions Questionnaire (PSDQ). Conditional process modeling was carried out using a macro for SPSS developed by Hayes (2013). Results indicated that aggression mediated the relation of parental corporal punishment to peer victimization. Some interesting moderating effects of sex in this mediation model were found; specifically, physical, and relational aggression mediated the relation of maternal corporal punishment to peer victimization only in boys. Few studies to date have addressed the connection between aggressive behavior and peer victimization as outcomes of corporal punishment, taking into consideration the role of parent's and child's sex, and both physical and relational forms of aggression and victimization during childhood.
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Affiliation(s)
- Alba Martin
- Department of Psychology, University of Cádiz, Cádiz, Spain
| | | | - Paloma Braza
- Department of Psychology, University of Cádiz, Cádiz, Spain
| | | | - Nora del Puerto-Golzarri
- Department of Basic Psychological Processes and Their Development, Faculty of Psychology, University of the Basque Country, Donostia-San Sebastián, Spain
| | - Eider Pascual-Sagastizábal
- Department of Basic Psychological Processes and Their Development, Faculty of Psychology, University of the Basque Country, Donostia-San Sebastián, Spain
| | - Aitziber Azurmendi
- Department of Basic Psychological Processes and Their Development, Faculty of Psychology, University of the Basque Country, Donostia-San Sebastián, Spain
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27
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LIU X, PAN B, CHEN L, LI T, JI L, ZHANG W. Healthy context paradox in the association between bullying victimization and externalizing problems: The mediating role of hostile attribution bias. ACTA PSYCHOLOGICA SINICA 2021. [DOI: 10.3724/sp.j.1041.2021.00170] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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28
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Healy KL. Hypotheses for Possible Iatrogenic Impacts of School Bullying Prevention Programs. CHILD DEVELOPMENT PERSPECTIVES 2020. [DOI: 10.1111/cdep.12385] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/26/2022]
Affiliation(s)
- Karyn L. Healy
- QIMR Berghofer Medical Research Institute
- The University of Queensland
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29
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Kaufman TML, Lee HY, Benner AD, Yeager DS. How School Contexts Shape the Relations Among Adolescents' Beliefs, Peer Victimization, and Depressive Symptoms. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2020; 30:769-786. [PMID: 32386348 PMCID: PMC7483958 DOI: 10.1111/jora.12558] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
Abstract
The present research examined how school contexts shape the extent to which beliefs about the potential for change (implicit theories) interact with social adversity to predict depressive symptoms. A preregistered multilevel regression analysis using data from 6,237 ninth-grade adolescents in 25 U.S. high schools showed a three-way interaction: Implicit theories moderated the associations between victimization and depressive symptoms only in schools with high levels of school-level victimization, but not in schools with low victimization levels. In high-victimization schools, adolescents who believed that people cannot change (an entity theory of personality) were more depressed when they were victimized more frequently. Thus, the mental health correlates of adolescents' implicit theories depend on both personal experiences and the norms in the context.
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Yun HY, Juvonen J. Navigating the Healthy Context Paradox: Identifying Classroom Characteristics that Improve the Psychological Adjustment of Bullying Victims. J Youth Adolesc 2020; 49:2203-2213. [PMID: 32772331 PMCID: PMC7538408 DOI: 10.1007/s10964-020-01300-3] [Citation(s) in RCA: 23] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/27/2020] [Accepted: 07/24/2020] [Indexed: 12/01/2022]
Abstract
The healthy context paradox—an unexpected pattern in which victims’ psychological adjustment worsens as the overall level of victimization in a classroom or school declines—implies that reducing the frequency of bullying or victimization incidents does not do enough to help victims of bullying. In light of this finding, it is imperative to identify protective factors that alleviate victimization-related distress in the peer ecology. The current study examines classroom-level peer victimization and peer-defending behaviors as moderators of the association between individual-level victimization and psychological adjustment. These classroom-level moderators were tested with a sample of 1373 adolescents (40% girls, Mage: 14 years) from 54 classrooms in South Korean middle schools. Consistent with past findings documenting the healthy context paradox, the results of multilevel modeling indicated that victimized youth experienced a lower level of depressive symptoms in classrooms where victimization was more common. Most importantly, bullied students reported fewer depressive symptoms, on average, in classrooms with relatively high levels of bully-oriented (i.e., confronting the bully), rather than victim-oriented (i.e., comforting the victim), defending behavior. These findings provide a more nuanced understanding of the role of peers’ defending behaviors toward bullied adolescents and have significant implications for anti-bullying interventions.
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Affiliation(s)
- Hye-Young Yun
- Department of Psychology, University of Turku, Turku, Finland.
| | - Jaana Juvonen
- Department of Psychology, University of California, Los Angeles, CA, USA
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31
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Romera EM, Jiménez C, Bravo A, Ortega-Ruiz R. Social status and friendship in peer victimization trajectories. Int J Clin Health Psychol 2020; 21:100191. [PMID: 33363579 PMCID: PMC7753028 DOI: 10.1016/j.ijchp.2020.07.003] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/18/2020] [Accepted: 07/07/2020] [Indexed: 12/11/2022] Open
Abstract
Background/Objective: Most studies have evaluated victimization at a single time point, making it difficult to determine the impact of the time during which an individual is victimized. This longitudinal study aims to examine the differences in the levels of social status (social preference and perceived popularity) and friendship in peer victimization trajectories, and to analyse if there were changes over time in the levels of social status and friendship in each trajectory. Method: The final sample was composed of 1,239 students (49% girls) with ages between 9 and 18 (M = 12.23, SD = 1.73), from 22 schools in southern Spain. Peer nominations were collected. Results: The General Linear Model results associated the highest levels of social preference, perceived popularity and friendship with the sporadic victimization profile and the lowest levels of these dimensions with the stable profile. Conclusions:The results are discussed based on important personal aspects of stable victimization that confirms social rejection, unpopularity, and the low social support that victimization causes. This contribution is discussed in terms of health and social welfare in adolescence.
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32
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Holfeld B, Baitz R. The Mediating and Moderating Effects of Social Support and School Climate on the Association between Cyber Victimization and Internalizing Symptoms. J Youth Adolesc 2020; 49:2214-2228. [PMID: 32705607 DOI: 10.1007/s10964-020-01292-0] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2020] [Accepted: 07/09/2020] [Indexed: 11/28/2022]
Abstract
Although the link between cyber victimization and internalizing symptoms is well established, questions remain about the factors that may describe this association and whether they differ by gender. In the current study, the mediating and moderating roles of social support (peers, family) and experiences of school climate (i.e., students' feelings of safety and caring within the school environment) were examined on the association between cyber victimization and internalizing symptoms among early adolescent boys and girls. Participants included 1151 students (51.4% boys) aged 10 to 16 (Mage = 12.7, SD = 0.93). Results from a hierarchical regression model indicate moderation effects of peer support and school climate; higher levels of cyber victimization were more strongly associated with internalizing symptoms when adolescents reported lower levels of peer support whereas higher levels of cyber victimization were more strongly associated with internalizing symptoms when adolescents reported more positive experiences of school climate. Structural mediation models show partial mediation effects with higher levels of cyber victimization associated with lower levels of peer support, lower levels of family support, and poorer experiences of school climate respectively, which in turn, were associated with more internalizing symptoms. The findings highlight the importance of creating safe and supportive environments at home and at school to promote healthy development during early adolescence, however, these efforts may not benefit adolescents who experience repeated cyber victimization.
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Affiliation(s)
- Brett Holfeld
- Department of Psychology, Grenfell Campus, Memorial University of Newfoundland, Corner Brook, NL, A2H 5G4, Canada.
| | - Rachel Baitz
- Department of Educational and Counselling Psychology, and Special Education, University of British Columbia, Vancouver, BC, Canada
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Killer B, Bussey K, Hawes DJ, Hunt C. A meta-analysis of the relationship between moral disengagement and bullying roles in youth. Aggress Behav 2019; 45:450-462. [PMID: 30900277 DOI: 10.1002/ab.21833] [Citation(s) in RCA: 56] [Impact Index Per Article: 11.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2018] [Revised: 02/26/2019] [Accepted: 03/08/2019] [Indexed: 12/31/2022]
Abstract
Over the last several years, researchers have become increasingly interested in the influence of moral factors on bullying behaviors. This is the first meta-analytic review to exclusively examine the relationship between moral disengagement (MD) and the key bullying roles of bully, victim, defender, and bystander. Forty-seven independent samples examining a total of 43,809 children/adolescents (aged 7-19) were included in this meta-analysis. Results indicated a positive relationship between MD and bullying (r = 0.31; 95% CI [0.27, 0.34]), MD and victimization (r = 0.08; 95% CI [0.05, 0.12]), and a negative relationship between MD and defending (r = -0.11; 95% CI [-0.17, -0.04]). No significant relationship was found for MD and bystanding behavior. Moderators of bullying type (traditional vs. cyberbullying), reporting type (self vs. peer report), age, and gender were included in the analyses. The results are discussed in the context of relevant literature with particular emphasis on the importance of distinguishing between guilty and unconcerned bystanders, and the significant overlap between bullying and victimization in the cyber context.
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Affiliation(s)
- Brittany Killer
- School of PsychologyThe University of SydneySydney New South Wales Australia
| | - Kay Bussey
- Department of PsychologyMacquarie UniversitySydney New South Wales Australia
| | - David J Hawes
- School of PsychologyThe University of SydneySydney New South Wales Australia
| | - Caroline Hunt
- School of PsychologyThe University of SydneySydney New South Wales Australia
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34
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Garandeau CF, Salmivalli C. Can Healthier Contexts Be Harmful? A New Perspective on the Plight of Victims of Bullying. CHILD DEVELOPMENT PERSPECTIVES 2019. [DOI: 10.1111/cdep.12331] [Citation(s) in RCA: 36] [Impact Index Per Article: 7.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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35
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Wójcik M. The parallel culture of bullying in Polish secondary schools: A grounded theory study. J Adolesc 2018; 69:72-79. [DOI: 10.1016/j.adolescence.2018.09.005] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2018] [Revised: 09/04/2018] [Accepted: 09/17/2018] [Indexed: 10/28/2022]
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