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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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Pu J, Gan X, Pu Z, Jin X, Zhu X, Wei C. The Healthy Context Paradox Between Bullying and Emotional Adaptation: A Moderated Mediating Effect. Psychol Res Behav Manag 2024; 17:1661-1675. [PMID: 38645481 PMCID: PMC11032106 DOI: 10.2147/prbm.s444400] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/03/2023] [Accepted: 04/09/2024] [Indexed: 04/23/2024] Open
Abstract
Introduction Bullying is a significant concern for young people, with studies consistently showing a link between bullying and negative emotional consequences. However, the mechanisms that underlie this association remain unclear, particularly in terms of the classroom environment. This study aimed to explore the paradoxical phenomenon between bullying victimization and emotional adaptation among junior high school students in China, using the hypothesis of the healthy context paradox. Methods The study involved 880 students (565 girls; Mage=14.69; SD=1.407 years), and data were collected using self-reported surveys. The findings of the study, utilizing multilevel structural equation modeling (MSEM) techniques, demonstrated a cross-level moderated effect of classroom-level bullying victimization on the relationship between individual bullying victimization and emotional adaptation. Results Specifically, the results indicated that in classrooms with higher levels of victimization, the association between individual bullying victimization and increased depressive symptoms and State&Trait anxiety was more pronounced. These findings support the "Healthy context paradox" hypothesis in the Chinese context and provide insight into the mechanisms underlying this phenomenon. Discussion The results suggest that the classroom environment plays a crucial role in shaping the emotional consequences of bullying and that addressing classroom victimization is crucial for promoting emotional health among young people. By understanding the mechanisms that underlie the association between bullying and emotional consequences, interventions can be developed to target the underlying factors that contribute to this paradoxical phenomenon. Overall, the study provides new insights into the complex relationship between bullying and emotional health among young people, highlighting the importance of considering the classroom environment in addressing this issue.
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Affiliation(s)
- Junwei Pu
- College of Education and Sports Sciences, Yangtze University, Jingzhou City, Hubei Province, People’s Republic of China
| | - Xiong Gan
- College of Education and Sports Sciences, Yangtze University, Jingzhou City, Hubei Province, People’s Republic of China
| | - Zaiming Pu
- College of Marxism, ENSHI POLYTECHNIC, Enshi City, Hubei Province, People’s Republic of China
| | - Xin Jin
- College of Education and Sports Sciences, Yangtze University, Jingzhou City, Hubei Province, People’s Republic of China
| | - Xiaowei Zhu
- College of Education and Sports Sciences, Yangtze University, Jingzhou City, Hubei Province, People’s Republic of China
| | - Chunxia Wei
- Foreign languages college, Jingzhou University, Jingzhou City, Hubei Province, People’s Republic of China
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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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Liang W, Yang Y, Zhang Y, Zhang L, Wang C, Chen J. Clique Hierarchy Moderates the Association between Social Preference and Defending Behaviors in Early Adolescence: The Role of Gender Differences. J Youth Adolesc 2023; 52:2285-2299. [PMID: 37453979 DOI: 10.1007/s10964-023-01825-3] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2023] [Accepted: 07/09/2023] [Indexed: 07/18/2023]
Abstract
Although social preference promotes adolescents' defending behaviors, its potential mechanisms across gender cliques remain unclear from the group dynamic perspective. This study investigated 2470 Chinese early adolescents (49% girls, Mage = 14.40, SD = 0.58) to explore how social preference and clique hierarchy are associated with defending behaviors and whether these associations differ across gender-specific cliques. The results revealed that social preference was positively related to defending behaviors in boys' cliques, but negatively in girls' cliques. Furthermore, the association was strengthened by hierarchization in boys' cliques but was weakened in girls' cliques, while the status structure strengthened the association in boys' but not girls' cliques. These findings hold crucial implications for understanding and promoting defending behaviors among adolescents.
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Affiliation(s)
- Wenyu Liang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China
| | - Yang Yang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China
| | - Yunyun Zhang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China.
| | - Libin Zhang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China
| | - Chenxu Wang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China
| | - Jiayi Chen
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China
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Ren P, Wang Y, Liang Y, Li S, Wang Q. Bidirectional relationship between bullying victimization and functions of aggression in adolescents: The mediating effect of teacher justice. J Adolesc 2023. [PMID: 37244648 DOI: 10.1002/jad.12198] [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: 06/09/2022] [Revised: 04/20/2023] [Accepted: 05/15/2023] [Indexed: 05/29/2023]
Abstract
INTRODUCTION Bullying victimization and aggression are frequent phenomena among adolescents and have been linked to various mental health problems. Although the correlation between bullying victimization and aggression is well-documented, the direction between the two has been debated. Moreover, the underlying mechanism through which victimization influences aggression or vice versa has gained little attention. The current study used data across two-time points to address this gap and explore the reciprocal relationships between victimization and aggression. The mediating role of teacher justice and related gender differences were also examined. METHODS A total of 2462 Chinese adolescents (50.9% boys; Mage = 13.95 years, SD = 0.60) completed measures on two occasions in 1 year with 6-month assessment intervals. Structural equation modeling was used to examine the longitudinal relations among the variables. RESULTS Results found that bullying victimization significantly and positively predicted both reactive and proactive aggression over time among the total sample. Reactive aggression significantly positively predicted victimization, while proactive aggression negatively predicted victimization in boys. Furthermore, teacher justice mediated the relationships between victimization and both functions of aggression. Mediation was gender-specific, with a significant mediating effect on girls. CONCLUSIONS The results reveal the violent cycle of bullying victimization and aggression and underscore the role of teacher justice in this process. These findings have important implications for targeted interventions.
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Affiliation(s)
- Ping Ren
- Collaborative Innovation Centre of Assessment for Basic Education Quality, Beijing Normal University, Beijing, People's Republic of China
| | - Yue Wang
- Collaborative Innovation Centre of Assessment for Basic Education Quality, Beijing Normal University, Beijing, People's Republic of China
| | - Yiting Liang
- Collaborative Innovation Centre of Assessment for Basic Education Quality, Beijing Normal University, Beijing, People's Republic of China
| | - Simeng Li
- Collaborative Innovation Centre of Assessment for Basic Education Quality, Beijing Normal University, Beijing, People's Republic of China
| | - Quanquan Wang
- Collaborative Innovation Centre of Assessment for Basic Education Quality, Beijing Normal University, Beijing, People's Republic of China
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Zhao Q, Li C. The Roles of Clique Status Hierarchy and Aggression Norms in Victimized Adolescents' Aggressive Behavior. J Youth Adolesc 2022; 51:2328-2339. [PMID: 36087192 DOI: 10.1007/s10964-022-01677-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2022] [Accepted: 08/31/2022] [Indexed: 11/29/2022]
Abstract
The healthy context paradox indicates that in "healthy" contexts, with lower bullying or victimization norms, victimization experiences would unexpectedly exacerbate adolescents' adjustment difficulties, yet the underlying mechanisms remain unclear, particularly from the clique perspective. The current 2-year longitudinal multilevel study attempts to examine the conditional effects of both clique structure (i.e., status hierarchy) and clique norms (i.e., aggression norms) on the relationship between individual victimization and aggressive behavior. The sample consisted of 691 Chinese junior high school students (Mage = 12.74, SD = 0.43; 55.6% boys), who were identified to belong to 153 cliques with sizes varying from 3 to 12 students (Msize = 5.08, SD = 1.89), according to the social cognitive map. Participants completed peer-nominated measures at two time points, two years apart. The multilevel models revealed that it was in less hierarchical cliques with lower aggression that victimized adolescents would exhibit more relational forms of aggression (rather than overt forms) two years later. More intriguingly, contrary results were found in all-girls cliques and all-boys cliques. Specifically, victimized girls' overt and relational aggression was higher in cliques with less hierarchy and lower aggression, whereas, in cliques with more hierarchy and higher aggression, victimized boys' relational aggression was higher, which conforms to the healthy context paradox and the peer contagion hypothesis, respectively. These findings highlight that egalitarian cliques with low aggression would promote aggressive behavior of victimized adolescents, especially for girls rather than for boys, which in turn has crucial implications for anti-bullying interventions.
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Affiliation(s)
- Qingling Zhao
- School of Psychology, Shaanxi Normal University, Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, Shaanxi Normal University Branch of Collaborative Innovation Center of Assessment toward Basic Education Quality at Beijing Normal University, Xi'an, China
| | - Caina Li
- School of Psychology, Shaanxi Normal University, Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, Shaanxi Normal University Branch of Collaborative Innovation Center of Assessment toward Basic Education Quality at Beijing Normal University, Xi'an, China.
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