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Nguyen TH, Shah GH, Kaur R, Muzamil M, Ikhile O, Ayangunna E. Factors Predicting In-School and Electronic Bullying among High School Students in the United States: An Analysis of the 2021 Youth Risk Behavior Surveillance System. CHILDREN (BASEL, SWITZERLAND) 2024; 11:788. [PMID: 39062237 PMCID: PMC11276582 DOI: 10.3390/children11070788] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/17/2024] [Revised: 06/19/2024] [Accepted: 06/26/2024] [Indexed: 07/28/2024]
Abstract
BACKGROUND Bullying is a global public health problem with severe adverse effects on behavioral health. Understanding the predictors of victimization by bullying is essential for public policy initiatives to respond to the problem effectively. In addition to traditional in-person bullying, electronic bullying has become more prevalent due to increasing social interaction and identity formation in virtual communities. This study aims to determine the predictors of in-school and electronic bullying. METHODS We employed multivariable logistic regression to analyze a nationally representative sample of 17,232 high school students in the United States, the 2021 Youth Risk Behavior Surveillance System national component. The survey was conducted during the COVID-19 pandemic, from September through December 2021. The factors examined included sociodemographic characteristics (age, gender, race), appearance (obesity), physically active lifestyles (being physically active, spending a long time on digital games), and risk-taking behavior (using marijuana). RESULTS Our results indicated that sociodemographic characteristics were strong predictors of being bullied in school and electronically. Being obese is more likely to result in bullying in school (AOR = 1.32, p = 0.003) and electronically (AOR = 1.30, p = 0.004). Adolescent students showing marijuana use had higher odds of being bullied in school (AOR = 2.15, p < 0.001) and electronically (AOR = 1.81, p < 0.001). While spending a long time on digital devices raises the risk of being electronically bullied (AOR = 1.25, p = 0.014), being physically active is not associated with being bullied. Neither of the two lifestyle factors was associated with in-school bullying. CONCLUSIONS Interventions addressing violence among adolescents can benefit from empirical evidence of risk factors for bullying victimization in high school.
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Affiliation(s)
- Tran H. Nguyen
- Department of Health Management, Economics & Policy, School of Public Health, Augusta University, Augusta, GA 30912, USA
| | - Gulzar H. Shah
- Department of Health Policy and Community Health, Jiann-Ping Hsu College of Public Health, Georgia Southern University, Statesboro, GA 30460, USA
| | - Ravneet Kaur
- Department of Family and Community Medicine, College of Medicine, University of Illinois, Rockford, IL 61107, USA
| | - Maham Muzamil
- Department of Education, Kinnaird College for Women’s University, Lahore 54000, Pakistan
| | - Osaremhen Ikhile
- Department of Health Policy and Community Health, Jiann-Ping Hsu College of Public Health, Georgia Southern University, Statesboro, GA 30460, USA
| | - Elizabeth Ayangunna
- Department of Health Policy and Community Health, Jiann-Ping Hsu College of Public Health, Georgia Southern University, Statesboro, GA 30460, USA
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Chu ZJ, Yin X, Zhu GY, Yu SS, Li HY. Adolescent Patients'experiences of Mental Disorders Related to School Bullying. J Multidiscip Healthc 2024; 17:2911-2919. [PMID: 38915377 PMCID: PMC11194166 DOI: 10.2147/jmdh.s454010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2023] [Accepted: 04/03/2024] [Indexed: 06/26/2024] Open
Abstract
Objective The purpose of this study was to explore the real inner experience and nursing needs of adolescent patients who suffered from school bullying, and to develop a treatment plan to restore adolescent mental health. Methods Using the maximum difference sampling method, 15 adolescent patients were interviewed by psychologists and nurses, and the interview results were analyzed by topic induction. Results Among the 15 participants, 12 (80%) felt helpless, 13 (86.7%) had serious negative emotions, and 10 (66.7%) felt anxious about personal growth. Based on the semi-structured interviews, the psychological states of participants were summarized into three themes: Helplessness, Severe negative emotions, and Anxiety about personal growth. Under the theme of serious negative emotions, it was further divided into three sub-themes: Frustration and Distrust, Rebellion, Insecurity and depression. These themes reflected the significant impact of school bullying on the psychological status of the participants. Conclusion The internal experience of adolescent patients with mental disorders caused by school bullying mainly includes helplessness, serious negative emotions and anxiety about personal growth. It is recommended to evaluate and diagnose patients' existing and potential health problems individually during clinical treatment and care. On the basis of comprehensive assessment, psychological counseling should be provided and support from family and school should be sought to promote positive mental health and personal growth of adolescents.
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Affiliation(s)
- Zi-Jing Chu
- Department of Hepatology, The First Hospital of Jilin University, Changchun, People’s Republic of China
| | - Xin Yin
- Department of Nursing, The First Hospital of Jilin University, Changchun,People’s Republic of China
| | - Guang-Ying Zhu
- Department of Mental Health Branch, The First Hospital of Jilin University, Changchun, People’s Republic of China
| | - Shan-Shan Yu
- Department of Hematology, The First Hospital of Jilin University, Changchun, People’s Republic of China
| | - Hong-Yan Li
- Department of Nursing, The First Hospital of Jilin University, Changchun,People’s Republic of China
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Useche SA, Valle-Escolano R, Valle E, Colomer-Pérez N. Gender differences in teenager bullying dynamics and predictors of peer-to-peer intimidation. Heliyon 2023; 9:e20243. [PMID: 37809814 PMCID: PMC10560019 DOI: 10.1016/j.heliyon.2023.e20243] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2023] [Revised: 08/31/2023] [Accepted: 09/14/2023] [Indexed: 10/10/2023] Open
Abstract
Thanks to several previous efforts, school peer-to-peer bullying is nowadays considered a major issue for educational dynamics, research, and policy. Specifically in the field of research, bullying assessment tools have been gaining ground in recent years. Among them, the School Bullying Questionnaire (CIE-A) stands out. This is a teenager-targeted scale assessing bullying dynamics from a three-factor approach (i.e., victimization, symptomatology, and intimidation). However, to date, no previous study using similar tools has followed a gender perspective, and this shortcoming may hinder the effectiveness of policies and actions to face school bullying. The core aim of this study was to examine the effect of gender on teenagers' bullying-related factors and intimidation outcomes. This cross-sectional study analyzed the data provided by a gender-weighted sample of 770 Spanish teenagers with a mean age of M = 14.25 (SD = 1.53) years. They responded to a questionnaire that included the CIE-A together with other variables theoretically related to bullying dynamics, such as risk perception, sensation seeking, life satisfaction, and family conflict. Apart from typical inter-group comparisons, data were analyzed through a multi-group structural equation modeling (MGSEM) approach. Regarding bullying experiences, male teenagers have shown greater involvement in both victimization (passive bullying) and intimidation (active harassment) behaviors. On the other hand, females self-reported greater symptomatology in passive bullying scenarios, despite being less frequently involved in them. Further, the MGSEM showed good fit values (RMSEA <.08; all incremental coefficients >0.90) and theoretical plausibility, also depicting a set of structural mechanisms differentially explaining active peer-to-peer intimidation behaviors across genders. For instance, while risk perception is a significant predictor of intimidation only among females, sensation seeking plays a predictive role among male teenagers, but not for their female counterparts. The results of this study suggest that teenagers' engagement in active bullying may be substantially different when approached from a gender perspective, finding key divergences in the variables that predict bullying-related behavioral outcomes. The outcomes of this research highlight the need to take into account gender differences, as well as extracurricular issues that influence intimidation dynamics, in potential bullying-related interventions.
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Affiliation(s)
| | - Raquel Valle-Escolano
- Department of Constitutional Law, Political and Administrative Sciences, University of Valencia, Spain
| | - Eliseo Valle
- Department of Education and School Management, University of Valencia, Spain
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Meng Y, Yang Y, Lin P, Xiao Y, Sun Y, Qian Y, Gu J, Fei G, Sun Q, Jiang X, Wang X, Stallones L, Xiang H, Zhang X. School Bullying Victimization and Associated Factors Among School-Aged Adolescents in China. JOURNAL OF INTERPERSONAL VIOLENCE 2023; 38:NP1787-NP1814. [PMID: 35475706 DOI: 10.1177/08862605221092074] [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
There has been a significant amount of research on correlates of bullying victimization, but most prior studies are descriptive and do not distinguish between different types of bullying. The current study used a case-control study design to explore factors related to different types of bullying victimization, including physical, relational, verbal, sexual, property, and poly-bullying victimization. This study was conducted in a southern city in China, including 3054 cases who self-reported being victims of school bullying and 3054 controls who reported not being involved in any school bullying in the past 12 months. Each victim case was matched with a control on gender, school, and grade level. Univariate logistic analyses and multivariate conditional logistic regression analyses were used to identify factors associated with being a victim of school bullying. Results suggest physical bullying victimization was only associated with a family-level characteristic (parenting style) while the other four types of bullying victimization (relational, verbal, sexual, and property bullying) and poly-bullying victimization were associated with multiple social domain variables at individual, family, and school levels. Findings from this study provide evidence of factors for different types of bullying victimization and have implications for potential measures to prevent bullying. Measures from multiple social domains, including individual, family and school (e.g., developing healthy behaviors, improving social skills, positive parent-child interactions, building trust between teachers and peers, and forming strong friendships), should be considered in order to effectively prevent adolescent victimization from bullying.
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Affiliation(s)
- Yanyuan Meng
- Injury Prevention Research Institute, Department of Epidemiology and Biostatistics, School of Public Health, 12579Southeast University, Nanjing, China
| | - Yaming Yang
- Yixing Center for Disease Control and Prevention, Yixing, China
| | - Ping Lin
- 12666Jiangsu Provincial Center for Disease Control and Prevention, Nanjing, China
| | - Yue Xiao
- Yixing Center for Disease Control and Prevention, Yixing, China
| | - Yan Sun
- Yixing Center for Disease Control and Prevention, Yixing, China
| | - Yining Qian
- Injury Prevention Research Institute, Department of Epidemiology and Biostatistics, School of Public Health, 12579Southeast University, Nanjing, China
| | - Jiachang Gu
- Injury Prevention Research Institute, Department of Epidemiology and Biostatistics, School of Public Health, 12579Southeast University, Nanjing, China
| | - Gaoqiang Fei
- Injury Prevention Research Institute, Department of Epidemiology and Biostatistics, School of Public Health, 12579Southeast University, Nanjing, China
| | - Qiannan Sun
- Injury Prevention Research Institute, Department of Epidemiology and Biostatistics, School of Public Health, 12579Southeast University, Nanjing, China
| | - Xuanli Jiang
- Injury Prevention Research Institute, Department of Epidemiology and Biostatistics, School of Public Health, 12579Southeast University, Nanjing, China
| | - Xiaoyu Wang
- Injury Prevention Research Institute, Department of Epidemiology and Biostatistics, School of Public Health, 12579Southeast University, Nanjing, China
| | - Lorann Stallones
- Department of Psychology, 118561Colorado State University, Fort Collins, CO, USA
| | - Henry Xiang
- Center for Injury Research and Policy and Center for Pediatric Trauma Research, The Research Institute at Nationwide Children's Hospital, 2647The Ohio State University College of Medicine, Columbus, OH, USA
| | - Xujun Zhang
- Injury Prevention Research Institute, Department of Epidemiology and Biostatistics, School of Public Health, 12579Southeast University, Nanjing, China
- Key Laboratory of Environmental Medicine Engineering, Ministry of Education, School of Public Health, 12579Southeast University, Nanjing, China
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Negative Parenting Style and Perceived Non-Physical Bullying at School: The Mediating Role of Negative Affect Experiences and Coping Styles. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19106206. [PMID: 35627743 PMCID: PMC9141860 DOI: 10.3390/ijerph19106206] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/13/2022] [Revised: 05/17/2022] [Accepted: 05/17/2022] [Indexed: 02/04/2023]
Abstract
At present, school bullying incidents frequently occur, attracting increased attention from researchers. In this study, we attempt to explore the impact of parenting styles on perceived school non-physical bullying. Four hundred ninety-two students in the fifth and sixth grades of eight primary schools in Zhejiang province were surveyed. To control any potential confounding factors, a randomized sampling survey method was used to distribute questionnaires. The results showed that negative affect experiences, negative coping styles, negative family parenting styles, and the perceived school non-physical bullying were all positively correlated with each other (p < 0.05). Perceived verbal bullying differed significantly by gender, grade, and only/non-only children (p < 0.05). Perceived relationship bullying significantly differed between grades (p < 0.05). The gender difference in perceived cyberbullying also reached a significant level (p < 0.05). The rejection parenting style was shown to be an important factor that may be associated with students’ perceived school non-physical bullying; it was observed to be directly associated with students’ perceived school non-physical bullying and indirectly associated with students’ perceived school non-physical bullying by influencing negative affect experiences and negative coping styles. In conclusion, negative affect experiences and coping styles may have a chain-like mediating effect between the rejection parenting style and students’ perceived school verbal bullying. Moreover, negative affect experiences may have a partial mediating effect between the rejection parenting style and students’ perceived school cyberbullying, relationship bullying, and non-physical bullying total scores. This study provides first-hand empirical data support for schools, families, and education authorities to guide and manage non-physical bullying incidents in schools. They also provide a theoretical basis for subsequent related research in the field of non-physical bullying.
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Woolweaver AB, Barbour JC, Espelage DL. An Exploratory Analysis of Financial Status and Risk Factor Interactions for Bullying Victimization. SCHOOL PSYCHOLOGY REVIEW 2022. [DOI: 10.1080/2372966x.2022.2034475] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Chen X, Li L, Lv G, Li H. Parental Behavioral Control and Bullying and Victimization of Rural Adolescents in China: The Roles of Deviant Peer Affiliation and Gender. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18094816. [PMID: 33946430 PMCID: PMC8124181 DOI: 10.3390/ijerph18094816] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/01/2021] [Revised: 04/25/2021] [Accepted: 04/28/2021] [Indexed: 11/16/2022]
Abstract
Bullying and victimization (BAV) have been widely studied, but the potential mechanism of parental behavioral control (PBC) on bullying and victimization in Chinese adolescents has not been explored. This study aimed to examine a moderated mediation model for the association between PBC and BAV mediated by deviant peer affiliation (DPA) and moderated by gender. A total of 3779 adolescents (Nboy = 1679, Mage = 14.98 years, SD = 0.95) from southwest China has completed the Peer Bullying, Peer Victimization, PBC, and DPA questionnaires. The results indicated that: (1) PBC significantly predicted adolescents’ BAV (−12%); (2) DPA mediated the effect of PBC on BAV only for those adolescents who were both bullies and victims; (3) the mediating role of DPA was moderated by gender only in the relationship between PBC and victimization, with a relatively stronger effect in girls than in boys.
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Affiliation(s)
- Xu Chen
- Center for Education Policy, Faculty of Education, Southwest University, Chongqing 400715, China;
| | - Ling Li
- Center for Education Policy, Faculty of Education, Southwest University, Chongqing 400715, China;
- Correspondence: (L.L.); (G.L.)
| | - Gangwu Lv
- Resources and Environment College, Southwest University, Chongqing 400715, China
- Correspondence: (L.L.); (G.L.)
| | - Hui Li
- School of Education, Macquarie University, Sydney, NSW 2109, Australia;
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Nguyen A. "Children Have the Fairest Things to Say": Young Children's Engagement with Anti-Bias Picture Books. EARLY CHILDHOOD EDUCATION JOURNAL 2021; 50:743-759. [PMID: 33942006 PMCID: PMC8081004 DOI: 10.1007/s10643-021-01186-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 04/05/2021] [Indexed: 06/07/2023]
Abstract
This qualitative case study investigated how an early childhood teacher and young children in a public White-predominant kindergarten classroom engaged in critical discussions of anti-bias issues including racism, White privilege, gender stereotypes, gender nonconformity, sexism, and homophobia. Through the use of interactive read-alouds using anti-bias picture books, the study's findings revealed that (a) the children could participate in thoughtful interactions during anti-bias read-aloud sessions and showed their complex understanding of race and gender issues; (b) the children needed substantial support to engage in activism against social injustices; (c) the children displayed a variety of responses to the discussion questions and activities related to gender-themed picture books as most children had difficulties resisting gender binary conceptions and stereotypes while some children, especially boys, were strongly empowered to embrace gender-nonconforming practices; and finally (d) some children internalized and enacted anti-immigrant, anti-Blackness, and racial/gender discriminatory actions to which the early childhood teacher often failed to either disrupt or intervene.
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Affiliation(s)
- Alisha Nguyen
- Department of Teaching, Curriculum, and Society, Lynch School of Education & Human Development, Boston College, Chestnut Hill, MA USA
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Morales DX, Grineski SE, Collins TW. Racial/ethnic and Gender Inequalities in Third Grade Children's Self-perceived STEM Competencies. EDUCATIONAL STUDIES 2021; 49:402-417. [PMID: 36950335 PMCID: PMC10027370 DOI: 10.1080/03055698.2020.1871324] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/05/2020] [Accepted: 12/30/2020] [Indexed: 06/18/2023]
Abstract
Studies have sought to understand the underrepresentation of women and racial/ethnic minority groups in STEM, but less attention has been paid to primary school students. Using data from a nationally-representative sample, this study identified factors influencing US third-grade children's self-perceived competencies in math and science, while controlling for their actual abilities. Results indicate that girls had degraded self-perceptions of their math competencies compared to boys, but similar self-rated science competencies. Black students exhibited buoyed self-perceived math competencies, while Hispanic and indigenous students underestimated their science competencies. Students who reported being satisfied with parental attention, friends, and neighborhood had higher self-perceived competencies in both math and science.
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Affiliation(s)
- Danielle Xiaodan Morales
- Department of Sociology and Anthropology, University of Texas at El Paso, 500 W. University Ave., El Paso, TX 79968
| | | | - Timothy William Collins
- Department of Geography, University of Utah, 260 Central Campus Dr., Rm. 4728; Salt Lake City, UT 84112
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