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Zheng H, Zhou Y, Fu L, Eli B, Han R, Liu Z. A Latent Transition Analysis of Aggression Victimization Patterns During the Transition from Primary to Middle School. J Youth Adolesc 2024; 53:1564-1578. [PMID: 38217836 DOI: 10.1007/s10964-023-01931-2] [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: 10/13/2023] [Accepted: 12/04/2023] [Indexed: 01/15/2024]
Abstract
School transitions provide contexts for adolescents to reconstruct peer relationships and re-establish social positions. Scarce research has captured the transition of aggressor and victim roles during this period and examined associated factors. To investigate the stability and shifts of aggressor and victim roles following the transition to middle school, this study conducted latent transition analysis with 1261 Chinese adolescents (32.6% female, Mage in Grade 6 = 12.1 years, SD = 0.7). Three subgroups were identified across Grades 5 to 8: aggressive-victims, victims and uninvolved. Adolescents were more likely to transition from aggressive-victim and victim roles to the uninvolved group during the transition to middle school compared to the transitions within the same educational phase. Males and those with insecure parental attachment were at higher risk of being and remaining in the involved groups. The findings underscore the dynamic nature of adolescent aggression and victimization and highlight the transition to middle school as a critical window for interventions aimed at helping adolescents disengage from aggression and victimization.
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Affiliation(s)
- Hao Zheng
- The Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, PR China
- Department of Psychology, University of Alberta, Edmonton, AB, Canada
| | - Yueyue Zhou
- School of Psychology, Henan University, Kaifeng, PR China
| | - Lin Fu
- Faculty of Humanities and Social Sciences, Beijing University of Technology, Beijing, PR China
| | - Buzohre Eli
- Department of Psychology, Normal College, Shihezi University, Shihezi, PR China
| | - Ru Han
- The Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, PR China
| | - Zhengkui Liu
- The Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, PR China.
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2
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Zhang J, Wang E, Zhang L, Chi X. Internet addiction and depressive symptoms in adolescents: joint trajectories and predictors. Front Public Health 2024; 12:1374762. [PMID: 38894983 PMCID: PMC11183533 DOI: 10.3389/fpubh.2024.1374762] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2024] [Accepted: 05/20/2024] [Indexed: 06/21/2024] Open
Abstract
Objective Internet addiction and depressive symptoms are common mental health problems in adolescents. Due to the comorbidity of Internet addiction and depressive symptoms, their mutual relationship influences their developmental trajectories over time. Thus, this study aimed to identify the joint trajectories of Internet addiction and depressive symptoms, and examined the individual, family, and school antecedents of these trajectories among Chinese adolescents. Methods Using a battery of self-report scales, three waves of data collection were conducted in a Chinese adolescent sample (N = 1,301). The co-developmental trajectories of Internet addiction and depressive symptoms were extracted by adopting parallel-process latent class growth modeling (PPLCGM). Multinomial logistic regression was performed to assess predictive factors. Results Four unique joint trajectory classes were detected: the Health Group (n = 912, 70.1%), Comorbidity-Worsening Group (n = 85, 6.5%), Asymptomatic-Comorbid Risk Group (n = 148, 11.4%), and Prominent Depressive Symptoms-Remission Group (n = 156, 12.0%). Individual, family, and school factors (e.g., gender, positive youth development, family function, academic performance) significantly predicted the membership in these distinct co-developmental trajectories. Conclusion Our findings illustrate that the joint development of Internet addiction and depressive symptoms among adolescents presents a heterogeneous distribution, which could better inform prevention and intervention strategies since each co-developmental trajectory may represent unique experience for adolescents who need targeted treatment. Various individual, family, and school factors are important predictors that play different roles in distinguishing the joint trajectories of Internet addiction and depressive symptoms during this critical developmental transition period.
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Affiliation(s)
- Junjie Zhang
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, China
| | - Enna Wang
- School of Psychology, Northwest Normal University, Lanzhou, China
| | - Long Zhang
- Faculty of Humanities and Social Sciences, City University of Macau, Macau, China
- Mental Health Education Center, Yunnan College of Business Management, Kunming, Yunnan, China
| | - Xinli Chi
- School of Psychology, Shenzhen University, Shenzhen, China
- The Shenzhen Humanities and Social Sciences Key Research Bases of the Center for Mental Health, Shenzhen University, Shenzhen, China
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3
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Zhou S, Xu X, Li D, Luo J, Zhang M. Joint Developmental Trajectories of Novelty and Usefulness in Chinese Children's Creativity. J Youth Adolesc 2024; 53:609-620. [PMID: 38157184 DOI: 10.1007/s10964-023-01935-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/07/2023] [Accepted: 12/09/2023] [Indexed: 01/03/2024]
Abstract
Creativity encompasses both novelty and usefulness, with novelty referring to the generation of unique and uncommon ideas, while usefulness pertains to the effectiveness and appropriateness of these ideas in addressing the given task. The comprehension of the process of coordinated development for children's novelty and usefulness, including the potential gender differences, is crucial; however, it still lacks clarity in the current academic discourse. To address these gaps, this study investigated the joint developmental trajectories of novelty and usefulness as well as the gender differences in trajectory group membership among Chinese children. A sample of primary school children (initial grade 3, N = 665; 46.4% girls; initial Mage = 8.60 years) were followed for three years. The results revealed a negative association between novelty and usefulness across all three time points. Through parallel-process latent class growth modeling, three distinct trajectories of novelty and usefulness were identified: the High Novelty Decline-Medium Usefulness Increase-Stability Group (66%), the Low Novelty Increase-High Usefulness Decline-Convergence Group (19%), and the Low Novelty Decline-High Usefulness Increase-Divergence Group (15%). These findings suggest that the development of children's creativity is influenced by a multifaceted pattern involving both novelty and usefulness. Moreover, gender differences in trajectory group membership were examined and discussed within the context of creativity development in Chinese children.
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Affiliation(s)
- Shujin Zhou
- School of Psychology, Shanghai Normal University, Shanghai, 200234, China
- Shanghai Institute of Early Childhood Education, Shanghai Normal University, Shanghai, 200234, China
| | - Xinpei Xu
- Shanghai Institute of Early Childhood Education, Shanghai Normal University, Shanghai, 200234, China
| | - Dan Li
- School of Psychology, Shanghai Normal University, Shanghai, 200234, China.
| | - Junlong Luo
- School of Psychology, Shanghai Normal University, Shanghai, 200234, China
| | - Mingming Zhang
- School of Psychology, Shanghai Normal University, Shanghai, 200234, China
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4
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Zhou J, Wang L, Zhu D, Gong X. Social Anxiety and Peer Victimization and Aggression: Examining Reciprocal Trait-State Effects among Early Adolescents. J Youth Adolesc 2024; 53:701-717. [PMID: 38097883 DOI: 10.1007/s10964-023-01920-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2023] [Accepted: 11/25/2023] [Indexed: 02/04/2024]
Abstract
As peer relationships become paramount during early adolescence, there's a normative rise in social anxiety, coinciding with a peak in peer victimization and aggression. Although previous studies have suggested reciprocal associations between changes in social anxiety and adolescent peer victimization and aggression, the mechanics of these associations at the personal trait and time-varying state levels remains unclear. This study examined the longitudinal relations between social anxiety and adolescent peer victimization and aggression by disentangling between-person trait differences from within-person state processes. A total of 4731 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. Random-intercept cross-lagged panel model (RI-CLPM) was applied. The results revealed higher levels of social anxiety are associated with more peer victimization and aggression at the between-person trait level. At the within-person state level, adolescent social anxiety, and adolescent physical victimization and physical aggression, reciprocally predicted each other. Relational victimization significantly predicted an increase of social anxiety, but not vice versa. Social anxiety positively predicted relational aggression over time, whereas the effect of relational aggression on social anxiety was only observed at the initial stage of early adolescence. These findings highlight that various types of victimization and aggression might exhibit unique reciprocal associations with social anxiety. Distinguishing between the within-person state and between-person trait effects is crucial in research that informs the co-development of adolescent peer victimization, aggression, and social anxiety.
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Affiliation(s)
- Jianhua Zhou
- School of Psychology, Northwest Normal University, Lanzhou, China.
| | - Li'an Wang
- School of Psychology, Northwest Normal University, Lanzhou, China
| | - Dandan Zhu
- School of Psychology, Northwest Normal University, Lanzhou, China
| | - Xue Gong
- Department of Psychology, Normal College, Qingdao University, Qingdao, China.
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5
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Cheng J, Scott Huebner E, Tian L. Co-developmental trajectories of aggression and rule-breaking from middle childhood to early adolescence: individual and environmental predictors. Eur Child Adolesc Psychiatry 2024; 33:401-410. [PMID: 36810710 DOI: 10.1007/s00787-023-02171-2] [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] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/12/2022] [Accepted: 02/14/2023] [Indexed: 02/23/2023]
Abstract
This study examined the heterogeneous co-developmental trajectories of aggression and rule-breaking from middle childhood to early adolescence, as well as how these identified, distinct trajectories related to individual and environmental predictors. A total of 1944 Chinese elementary school students in grade 4 (45.5% girls, Mage = 10.06, SD = 0.57) completed measures on five occasions across two and a half years, using six-month intervals. Findings included: (a) Parallel process latent class growth modeling revealed four distinct co-developmental trajectory groups of aggression and rule-breaking: congruent-low (84.0%); moderate-decreasing aggression and high-decreasing rule-breaking (3.8%); moderate-increasing aggression (5.9%); and moderate-increasing rule-breaking (6.3%); (b) Multivariate logistic regression analyses revealed that children belonging to the high risk groups were more likely to experience multiple individual and environmental difficulties. Implications for prevention of aggression and rule-breaking were discussed.
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Affiliation(s)
- Jianing Cheng
- Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents (South China Normal University), Ministry of Education, Guangzhou, 510631, People's Republic of China
- School of Psychology, South China Normal University, Guangzhou, 510631, People's Republic of China
| | - E Scott Huebner
- Department of Psychology, University of South Carolina, Columbia, SC, 29208, USA
| | - Lili Tian
- Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents (South China Normal University), Ministry of Education, Guangzhou, 510631, People's Republic of China.
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6
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Bravo A, Berger C, Ortega-Ruiz R, Romera EM. Trajectories of defending behaviors: Longitudinal association with normative and social adjustment and self-perceived popularity. J Sch Psychol 2023; 101:101252. [PMID: 37951667 DOI: 10.1016/j.jsp.2023.101252] [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: 09/26/2022] [Revised: 04/17/2023] [Accepted: 09/24/2023] [Indexed: 11/14/2023]
Abstract
Defending the victim in bullying situations is a moral behavior that has received increasing attention in the literature. However, important questions about the development and maintenance of defending behaviors remain unanswered. The present study adopted a longitudinal design with two main goals: (a) identifying trajectories of change in individuals' defending behavior over time and (b) describing and comparing the initial levels and dynamics of change in normative and social adjustment and self-perceived popularity between the different defending trajectories. A total of 3303 students (49.8% girls; Wave 1 Mage = 12.61 years; SD = 1.47) participated in the study. Data were collected in four waves with self-report questionnaires. Using growth mixture modeling, we found four defending trajectories (84% stable-high, 5% decrease, 4% increase, and 7% stable-low). Growth mixture model multigroup and comparative analyses found that adolescents in the stable-high defending group exhibited the highest initial levels of normative adjustment (Mintercept = 5.47), social adjustment (Mintercept = 5.48), and self-perceived popularity (Mintercept = 5). Adolescents in the decrease defending group tended to reduce their normative adjustment over time (Mslope = -0.09), whereas the increase defending group increased their social adjustment (Mslope = 0.18) and self-perceived popularity (Mslope = -0.04). The stable-low defending group showed low and stable levels of normative adjustment (Mintercept = 5.01), social adjustment (Mintercept = 5.03), and self-perceived popularity (Mintercept = 4.4). These results indicate a strong association between normative and social adjustment and self-perceived popularity and involvement in defending behaviors. Bullying prevention programs could improve by adding a stronger focus on the development of classroom dynamics that promote adjusted behaviors and class-group cohesion.
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Affiliation(s)
- Ana Bravo
- Department of Psychology, Universidad de Córdoba, Avenue San Alberto Magno, s/n, 14071 Córdoba, Spain.
| | - Christian Berger
- School of Psychology, Pontificia Universidad Católica de Chile, Campus San Joaquín, Vicuña Mackenna 4860, Macul, Región Metropolitana, Chile.
| | - Rosario Ortega-Ruiz
- Department of Psychology, Universidad de Córdoba, Avenue San Alberto Magno, s/n, 14071 Córdoba, Spain.
| | - Eva M Romera
- Department of Psychology, Universidad de Córdoba, Avenue San Alberto Magno, s/n, 14071 Córdoba, Spain.
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7
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Li Y, Liang Y. The effect of childhood trauma on complex posttraumatic stress disorder: the role of self-esteem. Eur J Psychotraumatol 2023; 14:2272478. [PMID: 37906088 PMCID: PMC10629420 DOI: 10.1080/20008066.2023.2272478] [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: 04/25/2023] [Accepted: 10/09/2023] [Indexed: 11/02/2023] Open
Abstract
Background: Due to the short time that complex posttraumatic stress disorder (CPTSD) has been an independent diagnosis, few studies have explored the role that self-esteem might play in the relationship between childhood trauma and CPTSD.Objective: The current study aimed to explore the impact of childhood trauma on CPTSD and the role of self-esteem in this relationship.Methods: Study 1 involved a questionnaire survey in which a total of 360 young Chinese adults with childhood trauma participated. Study 2 used experimental research by manipulating short-term self-esteem to explore the effect of self-esteem on CPTSD. A total of 80 young Chinese adults with childhood trauma participated.Results: The results of Study 1 showed that childhood trauma positively predicts adulthood CPTSD, while self-esteem partially mediates the relationship between the two. It also found that self-esteem has a greater mediating effect on the disordered self-organization (DSO) dimension of CPTSD than on the PTSD dimension. In Study 2, participants in the high manipulated-self-esteem group reported fewer CPTSD symptoms than those in the low manipulated-self-esteem group.Conclusion: Overall, this study emphasized the role of self-esteem in CPTSD among individuals with a childhood trauma history. In practice, we provided a potential optimization direction for CPTSD clinical treatment, suggesting a method of self-esteem reconstruction.
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Affiliation(s)
- Yichu Li
- Shanghai Key Laboratory of Mental Health and Psychological Crisis Intervention, Affiliated Mental Health Center (ECNU), School of Psychology and Cognitive Science, East China Normal University, Shanghai, People’s Republic of China
| | - Yiming Liang
- Shanghai Key Laboratory of Mental Health and Psychological Crisis Intervention, Affiliated Mental Health Center (ECNU), School of Psychology and Cognitive Science, East China Normal University, Shanghai, People’s Republic of China
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8
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Ragusa A, Obregón-Cuesta AI, Di Petrillo E, Moscato EM, Fernández-Solana J, Caggiano V, González-Bernal JJ. Intercultural Differences between Spain and Italy Regarding School Bullying, Gender, and Age. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1762. [PMID: 38002853 PMCID: PMC10670147 DOI: 10.3390/children10111762] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/19/2023] [Revised: 10/25/2023] [Accepted: 10/28/2023] [Indexed: 11/26/2023]
Abstract
The objectives of this research were to establish the differences between Spain and Italy regarding the presence of bullying in primary and secondary schools, as well as to determine whether there are differences between experiencing or perpetrating bullying and gender and age in the practice of school bullying. To assess the EBIPQ scores in terms of country and gender, the chi-squared test was used, and ANOVA was applied for age. A total of 1536 students from primary and secondary schools in Spain and Italy participated in the study. Their ages ranged from 10 to 19 years (mean = 13.01, standard deviation = 2.19). The results revealed statistically significant differences in terms of bullying categories concerning the country of origin and gender, with a higher number of Italian participants in the role of "no victim aggress" and Spanish participants in the roles of "victim" and "victim and aggress". Additionally, there were more boys in the role of "victim and aggress" and girls in the role of "no victim aggress". Regarding age, statistically significant differences were found, with older students taking on the role of "aggress" on average, while younger students assumed the role of "victim".
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Affiliation(s)
- Antonio Ragusa
- Rome Business School, Department of Education, 00196 Rome, Italy; (A.R.); (E.D.P.)
| | | | - Emma Di Petrillo
- Rome Business School, Department of Education, 00196 Rome, Italy; (A.R.); (E.D.P.)
| | - Eduardo Maria Moscato
- Department of Health Sciences, University of Burgos, 09001 Burgos, Spain; (E.M.M.); (J.J.G.-B.)
| | | | - Valeria Caggiano
- Department of Education, University Roma TRE, 00154 Rome, Italy;
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9
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Chow ARW, Pingault JB, Baldwin JR. Early risk factors for joint trajectories of bullying victimisation and perpetration. Eur Child Adolesc Psychiatry 2023; 32:1723-1731. [PMID: 35469033 PMCID: PMC10460348 DOI: 10.1007/s00787-022-01989-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/24/2021] [Accepted: 04/06/2022] [Indexed: 11/03/2022]
Abstract
Bullying victimisation is a prevalent stressor associated with serious health problems. To inform intervention strategies, it is important to understand children's patterns of involvement in bullying victimisation and perpetration across development, and identify early risk factors for these developmental trajectories. We analysed data from the Millennium Cohort Study (N = 14,525; 48.6% female, 82.6% White), a representative birth cohort of British children born in 2000-2002 across the UK. Bullying victimisation and perpetration were assessed via child, mother, and teacher reports at ages 5, 7, 11, and 14 years. Early risk factors (child emotional, cognitive, and physical vulnerabilities, and adverse family environments) were assessed at ages 9 months, 3, and 5 years. Using k-means for longitudinal data, we identified five joint trajectories of victimisation and perpetration across ages 5, 7, 11, and 14: uninvolved children (59.78%), early child victims (9.96%), early adolescent victims (15.07%), early child bullies (8.01%), and bully- victims (7.19%). Individual vulnerabilities (e.g., emotional dysregulation, cognitive difficulties) and adverse family environments (maternal psychopathology, low income) in pre-school years independently forecast multiple trajectories of bullying involvement. Compared to victims, bully-victims were more likely to be male, have cognitive difficulties, and experience harsh discipline and low income. Interventions addressing these risk factors (e.g., via accessible mental health care, stigma-based interventions, or programs to support low-income families) may help to prevent bullying involvement and its associated sequelae.
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Affiliation(s)
- Athena R W Chow
- Department of Clinical, Educational and Health Psychology, Division of Psychology and Language Sciences, University College London, London, UK
| | - Jean-Baptiste Pingault
- Department of Clinical, Educational and Health Psychology, Division of Psychology and Language Sciences, University College London, London, UK
- Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK
| | - Jessie R Baldwin
- Department of Clinical, Educational and Health Psychology, Division of Psychology and Language Sciences, University College London, London, UK.
- Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK.
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10
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Zheng X, Chen J, Yu Q, Xiong Q, Zhang L, Li C, Shi S. Associations Between Peer Victimization and Problematic Internet Use Among Adolescents: Humor Makes a Difference. JOURNAL OF INTERPERSONAL VIOLENCE 2023; 38:7911-7940. [PMID: 36722327 DOI: 10.1177/08862605221150463] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
With the increasing development of science and technology, the Internet has become an essential part of people's daily lives providing great convenience. However, the Internet also leads to problematic Internet use (PIU) among adolescents, which has attracted increasing attention from the academic community. Peer victimization is a pervasive stressor among adolescents and has been proven to lead to a series of mental health challenges. Although the association between peer victimization and PIU has been well documented, the underlying mechanism remains unclear. This study aimed to understand how and when peer victimization increases the risk of PIU among adolescents. Building on Agnew's general strain theory, this study hypothesized that depression mediates the relationship between peer victimization and PIU and humor moderates the mediating model. To examine these hypotheses, 469 middle school students were recruited to complete a series of questionnaires on peer victimization, depression, humor, and PIU. The results showed that depression partially mediated the relationship between peer victimization and PIU. A moderated mediation analysis indicated that humor moderated the indirect pathway, consistent with the reverse stress-buffering model, the relationship between peer victimization and depression was stronger for adolescents with high humor. However, the relationship between depression and PIU was weaker in adolescents with high humor, which is in line with the stress-buffering model. These findings could be of significance in understanding the underlying mechanism of PIU associated with peer victimization and provide a new perspective for preventing PIU among adolescents, especially those experiencing peer victimization. The limitations and considerations for future research are discussed.
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Affiliation(s)
- Xintong Zheng
- Huazhong University of Science and Technology, Wuhan, China
| | - Jianwen Chen
- Huazhong University of Science and Technology, Wuhan, China
| | - Quanlei Yu
- Central China Normal University, Wuhan, China
- East China Normal University, Shanghai, China
- Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China
| | - Qing Xiong
- Jiangxi University of Finance and Economics, Nanchang, China
| | - Lin Zhang
- Shandong University of Traditional Chinese Medicine, Jinan, China
| | - Congcong Li
- Central China Normal University, Wuhan, China
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11
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Xie Z, Liu C, Teng Z. The Effect of Everyday Moral Sensitivity on Bullying Bystander Behavior: Parallel Mediating Roles of Empathy and Moral Disengagement. JOURNAL OF INTERPERSONAL VIOLENCE 2023; 38:7678-7701. [PMID: 36636877 DOI: 10.1177/08862605221147071] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/09/2023]
Abstract
The higher moral sensitivity to bullying a student has, the more likely they are to help the victim or inhibit bullying rather than ignore it. Research has mainly focused on particular sensitivity to bullying, and it remains unknown whether sensitivity to everyday moral issues functions similarly. The present study aimed to examine the effect of everyday moral sensitivity (EMS) on bullying bystander behaviors. We included a range of school children (n = 1,655, Grades 3-12, 27.6% girls) in Southwest China. The results show 6.10% have been a victim-only, 0.48% have been a bully-only, 0.85% have been the bullying victim, 92.57% have been neither a bully nor a bullying victim, and 45.86% have observed bullying. Students in lower grades are more likely to be bullied. After controlling for covariates (i.e., gender, grade, and social desirability), EMS is positively associated with positive bystander behaviors. Moreover, empathy and moral disengagement (MD) play a mediating role in the relationship between EMS and positive bystander behaviors. The results reveal two parallel processes of EMS influenced bystander behaviors (i.e., empathy and MD). The findings indicate the possibility of cultivating EMS and highlight the role of morality development in preventing school bullying.
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12
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Li Z, Cai Z, Yip PS. One stream, two channels? A parallel-process latent class growth model of homicide rates and suicide rates in 183 countries, between 2000 and 2019. SSM Popul Health 2023; 22:101376. [PMID: 36950507 PMCID: PMC10025147 DOI: 10.1016/j.ssmph.2023.101376] [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: 10/30/2022] [Revised: 12/09/2022] [Accepted: 03/01/2023] [Indexed: 03/05/2023] Open
Abstract
Background Suicide and homicide have long been viewed in Western culture as moral, ethical and legal equivalents. This view has underpinned many theoretical and empirical explorations into their relationship over the centuries. However, there has been little evaluation of longitudinal heterogeneity. Methods Suicide and homicide rates in 183 countries between 2000 and 2019 were collected from the World Health Organization Global Health Observatory Repository. Corresponding structural variables (i.e., GDP per capita, unemployment rate, percentage of urban population, percentage of elderly population, and Gini index) were acquired from The World Bank and Standardized World Income Inequality Database. Parallel-process latent class growth modelling was applied to identify different classes within the joint suicide and homicide rate trajectories. Multinomial logistic regression examined relationships between the structural covariates and trajectory classes. Results Four trajectory classes were identified, two with inverse relationships between suicide and homicide, and two with parallel relationships: 1) countries with increasing suicide rates and decreasing homicide rates ("suicide up, homicide down": UD, n = 41) or 2) countries with decreasing suicide rates and increasing homicide rates ("suicide down, homicide up": DU, n = 17); and 3) countries where suicide and homicide rates both trended up (UU, n = 19), or 4) both trended down (DD, n = 106). A higher average annual growth rate (AAGR) of GDP per capita was related to an increased possibility of being in DD than in DU. Countries with higher AAGR in unemployment rates were more likely to be in UD and UU than in DD, while those with higher AAGR in urbanization were less likely to be in UD than in DD. Conclusion The over-time relationship between suicide and homicide is heterogenous and complex. It is influenced differently by GDP per capita, urbanization and unemployment in different countries, and it is not well described by a single theory.
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Affiliation(s)
- Zixu Li
- Department of Social Work and Social Administration, The University of Hong Kong, Hong Kong
| | - Ziyi Cai
- Population Health Sciences Institute, Faculty of Medical Sciences, Newcastle University, United Kingdom
- Hong Kong Jockey Club Centre for Suicide Research and Prevention, University of Hong Kong, Hong Kong
- Corresponding author. Baddiley-Clark Building, Richardson Road, Newcastle upon Tyne, United Kingdom.
| | - Paul S.F. Yip
- Department of Social Work and Social Administration, The University of Hong Kong, Hong Kong
- Hong Kong Jockey Club Centre for Suicide Research and Prevention, University of Hong Kong, Hong Kong
- Corresponding author. The HKJC Centre for Suicide Research and Prevention, The University of Hong Kong, 2/F, The HKJC Building for Interdisciplinary Research, 5 Sassoon Road, Pokfulam, Hong Kong, China.
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13
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Hu W, Cheng Y, Du R. Effects of Overt and Relational Bullying on Adolescents' Subjective Well-Being: The Mediating Mechanisms of Social Capital and Psychological Capital. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph191911956. [PMID: 36231258 PMCID: PMC9565918 DOI: 10.3390/ijerph191911956] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/12/2022] [Revised: 09/18/2022] [Accepted: 09/19/2022] [Indexed: 06/02/2023]
Abstract
Based on the social and psychological capital framework, this study aimed to investigate the direct effect of bullying on adolescents' subjective well-being and to reveal the potential psychosocial mechanisms in this relationship. Through the multi-stage cluster random sampling procedure, a cross-sectional survey was conducted among 728 adolescents from Hebei Province in China. Structural equation modeling was adopted for data analysis. After controlling for sociodemographic variables, the results indicated that only relational bullying had a significant negative effect on adolescents' subjective well-being. Moreover, social capital and psychological capital mediated the relationship between relational bullying and adolescents' subjective well-being. This study expands our understanding of the influencing mechanisms from bullying victimization to subjective well-being and also provides practical implications for future social policy development and relevant interventions.
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Affiliation(s)
- Wenyan Hu
- School of Marxism, Zhejiang Gongshang University, Hangzhou 310018, China
| | - Yuhang Cheng
- Department of Sociology, Zhejiang University, Hangzhou 310058, China
| | - Ruoyu Du
- Department of Education, Practice and Society, University College London, London WC1E 6BT, UK
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14
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Bullo A, Zen-Ruffinen LH, Schulz PJ. Effects of Perceived School Rule Enforcement on Traditional and Cyber Victimization: A Panel Study among Early Adolescents. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:10218. [PMID: 36011849 PMCID: PMC9408428 DOI: 10.3390/ijerph191610218] [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: 06/01/2022] [Revised: 08/05/2022] [Accepted: 08/13/2022] [Indexed: 06/15/2023]
Abstract
Traditional and cyber victimization can be considered similar in several respects, including the long-lasting damage done to the wellbeing of youth. However, it is important to acknowledge that they represent two clearly distinct phenomena and, as such, the impact of school rules on their development might differ. The present longitudinal study applies a multilevel model for a change approach to data resulting from a four-waves survey that followed a random sample of 101 Swiss middle school classes (N = 1500; MageT1 = 11.54, SD = 0.40) for a period of two school years. Findings from the analyses-which were conducted controlling for gender and economic status-showed that those students who perceive that school rules are implemented more consistently experience a slightly less steep increase in victimization online. A similar effect for traditional victimization was not found, probably because the observed change in this phenomenon was less. Considering the overall small effects found by this research, further investigation on the relation between school rule enforcement and peer victimization is recommended.
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Affiliation(s)
- Anna Bullo
- Faculty of Communication, Culture and Society, Università della Svizzera Italiana, 6900 Lugano, Switzerland
| | - Lyne H. Zen-Ruffinen
- Faculty of Communication, Culture and Society, Università della Svizzera Italiana, 6900 Lugano, Switzerland
| | - Peter J. Schulz
- Faculty of Communication, Culture and Society, Università della Svizzera Italiana, 6900 Lugano, Switzerland
- Department of Communication and Media, Ewha Womans University, Seoul 03760, Korea
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15
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Bullying in Adolescents: Differences between Gender and School Year and Relationship with Academic Performance. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19159301. [PMID: 35954658 PMCID: PMC9368596 DOI: 10.3390/ijerph19159301] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/14/2022] [Revised: 07/26/2022] [Accepted: 07/26/2022] [Indexed: 11/24/2022]
Abstract
School bullying is a phenomenon of unjustified aggression in the school environment that is widespread throughout the world and with serious consequences for both the bully and the bullied. The objectives of this research were to analyze the differences between the different bullying categories by gender and academic year in primary and secondary education students, as well as their relationship with academic performance. To categorize students according to their bullying experiences, the European Bullying Intervention Project (EBIPQ) Questionnaire was used. The Chi-square test was used to compare the scores obtained by the students in the EBIPQ based on gender and academic year, and the one-way ANOVA test was used to analyze its relationship with academic performance. Research participants were 562 students from the 5th (n = 228) and 6th (n = 186) primary school years and the 1st (n = 134) and 2nd (n = 94) secondary school years. They were males (50.5%) and females (49.5%) ranging in ages from 10 to 15 years old (mean = 11.66, standard deviation = 1.206). The results showed statistically significant differences in gender and academic year, indicating a greater number of boys in the role of the bully/victim and girls in that of non-bully/non-victim. The most aggressive students were in the 2nd year of ESO (12–13 years old). Regarding academic performance, statistically significant differences were obtained that confirm the hypothesis that performance or average grade varies according to the category of bullying in which students find themselves. The academic performance of the non-bully/non-victim and those in the victim category was found to be higher than that of bullies and bully/victim students.
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16
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Chen J, Zhou J, Huebner ES, Tian L. Co-development of aggression in elementary school children: The predictive roles of victimization experiences. Aggress Behav 2022; 48:173-186. [PMID: 34908174 DOI: 10.1002/ab.22011] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/11/2020] [Revised: 11/01/2021] [Accepted: 11/22/2021] [Indexed: 11/07/2022]
Abstract
Aggression among peers is a common and serious problem in school-age children. Physical, relational, and cyber aggression often occur simultaneously but may exhibit heterogeneous developmental patterns. We aimed to identify heterogeneous co-developmental patterns of physical, relational, and cyber peer aggression and to investigate the contributions of victimization experiences to co-developmental trajectories. Participants were 2869 elementary school students (56.2% boys), initially in fourth grade (Mage = 10.51 years) in China. Longitudinal data on peer aggression were collected from participants semiannually for 2 years. Data on victimization experiences were collected in the initial measurement wave. Parallel process latent curve growth modeling produced four co-developmental trajectories of peer aggression: High Desisting group, Moderate-Increasing group, Moderate-Physical and Relational Aggression group, and Low Stable group. Multivariate logistic regression analyses revealed that childhood emotional abuse, psychological maltreatment by teachers, as well as physical peer victimization, and cyber peer victimization, served as risk factors for severe co-developmental trajectories. The findings highlight the co-development of physical, relational, and cyber aggression. The identification of risk factors for co-developmental trajectories points to the need for continued monitoring and protection from ongoing victimization experiences in the family and school settings to prevent or ameliorate aggressive behavior.
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Affiliation(s)
- Jiahui Chen
- School of Psychology, South China Normal University, Guangzhou, China
- Key Laboratory of Brain, Cognition and Education Sciences, South China Normal University, Ministry of Education, Guangzhou, China
- Center for Studies of Psychological Application, South China Normal University, Guangzhou, China
- Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, China
| | - Jianhua Zhou
- School of Psychology, South China Normal University, Guangzhou, China
- Key Laboratory of Brain, Cognition and Education Sciences, South China Normal University, Ministry of Education, Guangzhou, China
- Center for Studies of Psychological Application, South China Normal University, Guangzhou, China
- Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, China
| | - E Scott Huebner
- Department of Psychology, University of South Carolina, Columbia, South Carolina, USA
| | - Lili Tian
- School of Psychology, South China Normal University, Guangzhou, China
- Key Laboratory of Brain, Cognition and Education Sciences, South China Normal University, Ministry of Education, Guangzhou, China
- Center for Studies of Psychological Application, South China Normal University, Guangzhou, China
- Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, China
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17
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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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18
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van Verseveld MDA, Fekkes M, Fukkink RG, Oostdam RJ. Effects of Implementing Multiple Components in a School-Wide Antibullying Program: A Randomized Controlled Trial in Elementary Schools. Child Dev 2021; 92:1605-1623. [PMID: 33427317 DOI: 10.1111/cdev.13529] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
This study investigates the effectiveness of the PRIMA antibullying program for elementary education using a cluster-randomized trial with two experimental conditions (with and without student lessons) and a control group. Students of 31 schools participated in the study (N = 3,135; Mage = 10 years). Multilevel regression analyses demonstrated positive effects of the program on peer-reported victimization and reinforcing behavior. Implementing multiple program components was related to stronger program effects. The results provide partial experimental evidence for the beneficial effects of combining student lessons and teacher training in antibullying programs. Future experimental research is needed to investigate other approaches that reduce not only peer-reported victimization, but also self-perceived bullying and victimization.
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Affiliation(s)
| | | | - Ruben G Fukkink
- Amsterdam University of Applied Sciences.,University of Amsterdam
| | - Ron J Oostdam
- Amsterdam University of Applied Sciences.,University of Amsterdam
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