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Lubon A, Finet C, Demol K, van Gils FE, Ten Bokkel IM, Verschueren K, Colpin H. Do classroom relationships moderate the association between peer defending in school bullying and social-emotional adjustment? J Sch Psychol 2024; 105:101315. [PMID: 38876544 DOI: 10.1016/j.jsp.2024.101315] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2023] [Revised: 11/21/2023] [Accepted: 03/21/2024] [Indexed: 06/16/2024]
Abstract
Peer defending has been shown to protect bullied peers from further victimization and social-emotional problems. However, research examining defending behavior has demonstrated positive and negative social-emotional adjustment effects for defending students themselves. To explain these mixed findings, researchers have suggested that associations between defending behavior and social-emotional adjustment may be buffered by protective factors (i.e., defender protection hypothesis) or exacerbated by vulnerability or risk factors (i.e., defender vulnerability hypothesis). Consistent with these hypotheses, the present study aimed to investigate whether relationships with teachers and peers would moderate the association between defending behavior and social-emotional adjustment. This three-wave longitudinal study examined the association between peer nominated defending behavior and later self-reported depressive symptoms and self-esteem in 848 Belgian students in Grades 4-6 (53% girls; Mage = 10.61 years, SD = 0.90 at Wave 1). Peer nominated positive and negative teacher-student relationships (i.e., closeness and conflict) and peer relationships (i.e., acceptance and rejection) were included as moderators. Clustered multiple linear regression analyses demonstrated that defending behavior did not predict later depressive symptoms (β = -0.04, p = .80) or self-esteem (β = -0.19, p = .42). The lack of these associations could be explained by the defender protection and vulnerability hypotheses. However, contrary to our expectations, teacher-student closeness and peer acceptance did not play a protective role in the association between defending behavior and social-emotional adjustment (β = -1.48-1.46, p = .24-0.96). In addition, teacher-student conflict and peer rejection did not put defending students at risk for social-emotional maladjustment (β = -1.96-1.57, p = .54-0.97). Thus, relationships with teachers and peers did not moderate the association between defending behavior and later depressive symptoms and self-esteem.
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Affiliation(s)
- A Lubon
- KU Leuven, School Psychology and Development in Context, Belgium.
| | - C Finet
- KU Leuven, School Psychology and Development in Context, Belgium; University of Antwerp, Department of Communication Studies, Belgium
| | - K Demol
- KU Leuven, School Psychology and Development in Context, Belgium
| | - F E van Gils
- KU Leuven, School Psychology and Development in Context, Belgium
| | - I M Ten Bokkel
- KU Leuven, School Psychology and Development in Context, Belgium; Inspectorate of Education, Ministry of Education, Culture and Science, the Netherlands
| | - K Verschueren
- KU Leuven, School Psychology and Development in Context, Belgium
| | - H Colpin
- KU Leuven, School Psychology and Development in Context, Belgium
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Li Y, Kang Y, Zhu L, Yuan M, Li Y, Xu B, Zhang X, Wang G, Su P. Longitudinal correlates of bullying victimization among Chinese early adolescents: A cross-lagged panel network analysis. J Affect Disord 2023; 339:203-210. [PMID: 37437736 DOI: 10.1016/j.jad.2023.07.006] [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: 04/23/2023] [Revised: 06/04/2023] [Accepted: 07/08/2023] [Indexed: 07/14/2023]
Abstract
BACKGROUND Bullying victimization is a major public health issue often faced by adolescents. This highlights the need to identify the relevant risk factors to inform intervention. Based on the ecological systems theory and applied cross-lagged panel network analysis, this study explored the longitudinal correlates of bullying victimization among Chinese early adolescents. METHODS A total of 1686 early adolescents (60.4 % were boys) from the Chinese Early Adolescent Cohort study were included in this study. Bullying victimization and its associated factors were assessed using the self-report questionnaires, which was administered from 2019 (T1), 2021 (T2), and 2022 (T3). The longitudinal relationships between bullying victimization and its correlates were examined using a cross-lagged panel network analysis. RESULTS 27.0 %, 14.9 %, and 13.2 % of the participants reported being bullied by peers at T1, T2, and T3, respectively. The temporal network suggested that individual-level (sex, depression, and anxiety), family-level (child abuse), school-level (satisfaction with classmates), and social-level (satisfaction with society) factors were associated with bullying victimization. The node with the greatest centrality strength was anxiety. Notably, relationship with teachers and classmates were the unique nodes in the T2 → T3 replication network. LIMITATIONS The sample is unrepresentative, as it is from only one middle school. CONCLUSIONS The findings provide important insights into bullying victimization prevention and intervention among Chinese early adolescents: 1) highlighting the importance of joint interventions across multiple departments; 2) focusing on the most central factors of bullying victimization; and 3) considering the effect of time when exploring the correlates of bullying victimization.
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Affiliation(s)
- Yuan Li
- Department of Maternal, Child and Adolescent Health, School of Public Health, Anhui Medical University, No.81 Meishan Road, Hefei 230032, Anhui, China
| | - Yuqi Kang
- Ningxia Rehabilitation Medical Center, People's Hospital of Ningxia Hui Autonomous Region, No.301 Zhengyuan North Street, Yinchuan 750002, Ningxia, China
| | - Li Zhu
- Affiliated Psychological Hospital of Anhui Medical University, Hefei Fourth People's Hospital, No.316 Huangshan Road, Hefei 230032, Anhui, China
| | - Mengyuan Yuan
- Department of Maternal, Child and Adolescent Health, School of Public Health, Anhui Medical University, No.81 Meishan Road, Hefei 230032, Anhui, China
| | - Yonghan Li
- Department of Maternal, Child and Adolescent Health, School of Public Health, Anhui Medical University, No.81 Meishan Road, Hefei 230032, Anhui, China
| | - Baoyu Xu
- Department of Maternal, Child and Adolescent Health, School of Public Health, Anhui Medical University, No.81 Meishan Road, Hefei 230032, Anhui, China
| | - Xueying Zhang
- Department of Environmental Medicine and Public Health, Icahn School of Medicine at Mount Sinai, New York, NY 10029, USA
| | - Gengfu Wang
- Department of Maternal, Child and Adolescent Health, School of Public Health, Anhui Medical University, No.81 Meishan Road, Hefei 230032, Anhui, China; Key Laboratory of Population Health Across Life Cycle (Anhui Medical University), Ministry of Education of the People's Republic of China, No 81 Meishan Road, Hefei, 230032, Anhui, China; Anhui Provincial Key Laboratory of Population Health and Aristogenics, No 81 Meishan Road, Hefei, 230032, Anhui, China.
| | - Puyu Su
- Department of Maternal, Child and Adolescent Health, School of Public Health, Anhui Medical University, No.81 Meishan Road, Hefei 230032, Anhui, China; Key Laboratory of Population Health Across Life Cycle (Anhui Medical University), Ministry of Education of the People's Republic of China, No 81 Meishan Road, Hefei, 230032, Anhui, China; Anhui Provincial Key Laboratory of Population Health and Aristogenics, No 81 Meishan Road, Hefei, 230032, Anhui, China.
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Zhou J, Gong X, Lu G, Xu X, Zhao H, Yang X. Bidirectional spillover between maladaptive parenting and peer victimization and the mediating roles of internalizing and externalizing problems: A within-person analysis among Chinese early adolescents. Dev Psychopathol 2023; 35:2044-2060. [PMID: 35959656 DOI: 10.1017/s0954579422000682] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
Parenting practices and relationships with peers are crucial aspects of youth socialization. Although theoretically expected reciprocal associations between changes in maladaptive parenting and adolescent peer victimization exist, there is a lack of studies that examine this link and address the mediating mechanisms at the within-person level. This longitudinal study examined reciprocal relations between peer victimization and two types of maladaptive parenting including harsh punishment and psychological control, and the potential mediating roles of internalizing and externalizing problems within these relations, by disentangling between- and within-person effects. A total of 4,731 Chinese early adolescents (44.9% girls; M age = 10.91 years, SD = 0.72) participated in a four-wave longitudinal study with 6-month intervals. The results of random intercept cross-lagged panel modeling showed: (a) harsh punishment did not directly predict peer victimization, and vice versa; (b) psychological control directly predicted peer victimization, and vice versa; (c) psychological control indirectly predicted peer victimization via internalizing problems, and peer victimization also indirectly predicted psychological control via internalizing problems. These findings provide evidence of a bidirectional spillover effect between psychological control and peer victimization at the within-person level, suggesting Chinese early adolescents may become caught in a vicious cycle directly or indirectly via their internalizing problems.
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Affiliation(s)
- Jianhua Zhou
- School of Psychology, Northwest Normal University, Lanzhou, China
| | - Xue Gong
- School of Psychology, South China Normal University, Guangzhou, China
| | - Guangying Lu
- Gannan Tibetan Autonomous Prefecture Health School, Gannan Tibetan Autonomous Prefecture, China
| | | | - Haiyan Zhao
- School of Psychology, Northwest Normal University, Lanzhou, China
| | - Xiaoli Yang
- School of Psychology, Northwest Normal University, Lanzhou, China
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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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Demol K, Verschueren K, Ten Bokkel IM, van Gils FE, Colpin H. Trajectory Classes of Relational and Physical Bullying Victimization: Links with Peer and Teacher-Student Relationships and Social-Emotional Outcomes. J Youth Adolesc 2021; 51:1354-1373. [PMID: 34843081 DOI: 10.1007/s10964-021-01544-7] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/03/2021] [Accepted: 11/12/2021] [Indexed: 11/28/2022]
Abstract
Bullying victimization is a prevalent problem in upper elementary school that predicts various detrimental outcomes. Increasing evidence suggests that interindividual differences in the severity of these outcomes result from differences in victimization experiences. However, longitudinal research largely overlooked victimization forms. Additionally, it is unclear how the quality of students' relationships with peers and teachers functions as a risk or protective factor for different patterns of victimization development. This one-year longitudinal study investigated joint trajectories of relational and physical victimization and examined differences between these trajectory classes regarding classroom social relationships as possible antecedents and social-emotional well-being as a possible outcome. A sample of 930 fourth to sixth graders (55 classes, 53.1% girls, Mage = 10.55, SD = 0.90) completed self-reports about relational and physical victimization and social-emotional outcomes (i.e., depressive symptoms, self-esteem). Peer nominations were used to measure the social antecedents (i.e., peer rejection and acceptance, teacher-student closeness and conflict). A 3-step approach including Latent Class Growth Analyses and Growth Mixture Modeling yielded two trajectory classes. Most students experienced low, decreasing relational and physical victimization. A smaller group experienced higher, generally stable victimization, more relational than physical. Younger students and girls were more likely to be members of the latter class. This class was more rejected, less accepted, reported more depressive symptoms and lower self-esteem. Teacher-student closeness and conflict were similar across classes. The current study showed that relational and physical victimization followed a largely parallel development. Low social status was found to be a risk factor for belonging to a victimization trajectory that is characterized by stable levels of both relational and physical victimization, with higher levels of the relational form.
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Affiliation(s)
- Karlien Demol
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven Tiensestraat 102 box 3717, 3000, Leuven, Belgium.
| | - Karine Verschueren
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven Tiensestraat 102 box 3717, 3000, Leuven, Belgium
| | - Isabel M Ten Bokkel
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven Tiensestraat 102 box 3717, 3000, Leuven, Belgium
| | - Fleur E van Gils
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven Tiensestraat 102 box 3717, 3000, Leuven, Belgium
| | - Hilde Colpin
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven Tiensestraat 102 box 3717, 3000, Leuven, Belgium
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