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Bussey K, Luo A, Jackson E. The role of moral disengagement in youth bullying behaviour. INTERNATIONAL JOURNAL OF PSYCHOLOGY 2024. [PMID: 39327928 DOI: 10.1002/ijop.13254] [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: 12/11/2023] [Accepted: 09/12/2024] [Indexed: 09/28/2024]
Abstract
Moral disengagement, a term coined by Bandura, explains how people can hurt others and behave immorally, contradicting their beliefs and values and yet live peaceably with themselves. He developed a conceptual model of moral disengagement based on the Social Cognitive Theory of moral agency. By activating moral disengagement mechanisms, people can disregard their moral standards and behave immorally without any self-censure. This paper synthesises the extensive research on moral disengagement in a youth bullying context to demonstrate the conceptual strength of moral disengagement theory for research and interventions on bullying. It advances the understanding of the contextual basis of moral disengagement by examining its diverse role in bullying episodes that includes bullying perpetration, bullying victimisation and bullying bystanders. The analysis of the different components of moral disengagement representing the loci of the disengagement mechanisms sheds light on how the disengagement processes function in the youth bullying context. Its role as both a moderator and mediator further advances its divergent functioning in the youth bullying context. Finally, implications of the review for advancing knowledge on the moral basis of youth bullying are discussed with suggestions for the development of interventions to attenuate the use of moral disengagement.
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Affiliation(s)
- Kay Bussey
- School of Psychological Sciences, Macquarie University, Sydney, Australia
| | - Aileen Luo
- School of Psychological Sciences, Macquarie University, Sydney, Australia
| | - Emma Jackson
- School of Psychological Sciences, Macquarie University, Sydney, Australia
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Wang F, Zhu D, He Y, Yuan M, Li Y, Xie F, Wen X, Tong Y, Zhang X, Su P, Wang G. Longitudinal and Reciprocal Effects in the Association Between School Bullying and Homicidal Ideation During Early Adolescence. J Youth Adolesc 2024; 53:1971-1986. [PMID: 38750309 DOI: 10.1007/s10964-024-02001-x] [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: 12/24/2023] [Accepted: 04/27/2024] [Indexed: 08/20/2024]
Abstract
Several cross-sectional studies indicated a positive association between school bullying and homicidal ideation during early adolescence. However, few longitudinal studies investigated this association. This study examined whether a bi-directional relationship exists within the longitudinal association between bullying victimization or bullying perpetration and homicidal ideation among early adolescents using a Random Intercept Cross-Lagged Panel Model. A total of 1611 early adolescents (39.5% girls; Mage = 12.50 years, SD = 0.50) were recruited from the Chinese Early Adolescents Cohort study. Data on bullying victimization, bullying perpetration, and homicidal ideation collected during three time points (September 2019, September 2020, and September 2021) were used. Bullying victimization showed a significant positive association with homicidal ideation at the between-person level. Bullying victimization and bullying perpetration had a bi-directional relationship with homicidal ideation at the within-person level. Additionally, this study considered the impact of biological sex-based differences and bullying types on adolescents' homicidal ideation. Based on these findings, school bullying might exhibit unique reciprocal associations with homicidal ideation.
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Affiliation(s)
- Fan Wang
- Department of Maternal, Child and Adolescent Health, School of Public Health, Anhui Medical University, No.81 Meishan Road, Hefei, 230032, Anhui, China
| | - Dongxue Zhu
- Department of Maternal, Child and Adolescent Health, School of Public Health, Anhui Medical University, No.81 Meishan Road, Hefei, 230032, Anhui, China
| | - Yuheng He
- Department of Maternal, Child and Adolescent Health, School of Public Health, Anhui Medical University, No.81 Meishan 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
| | - Faliang Xie
- Department of Maternal, Child and Adolescent Health, School of Public Health, Anhui Medical University, No.81 Meishan Road, Hefei, 230032, Anhui, China
| | - Xue Wen
- Department of Maternal, Child and Adolescent Health, School of Public Health, Anhui Medical University, No.81 Meishan Road, Hefei, 230032, Anhui, China
| | - Yingying Tong
- 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
| | - 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.
| | - 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.
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Galán-Arroyo C, Flores-Ferro E, Castillo-Retamal F, Rojo-Ramos J. Motor self-efficacy and physical education in school bullying. Front Psychol 2024; 15:1401801. [PMID: 39262827 PMCID: PMC11388318 DOI: 10.3389/fpsyg.2024.1401801] [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: 03/16/2024] [Accepted: 08/12/2024] [Indexed: 09/13/2024] Open
Abstract
In recent years, there has been a notable increase in bullying rates in school. Bullying is characterized as a repeated set of malicious actions by an individual or group toward another individual in an imbalanced power dynamic, resulting in physical, psychological, social, or material harm to the victim, with the intention of causing social exclusion. The scientific literature has investigated the factors that influence this type of behavior, environmental factors, such as school location and student age, as well as other factors, such as gender and level of physical fitness, also play an important role. This study examined the correlation between motor self-efficacy and bullying, considering that physical activity acts as a regulator in these cases. The Kolmogorov-Smirnov test was employed to assess the normality of the data distribution, and Spearman's Rho test was used to analyze the relationship between each dimension of the EBIPQ and E-AEM scores. The Cronbach's alpha was used to evaluate the reliability of each instrument. The results indicated a significant inverse correlation between the EBIP-Q and E-AEM in the variables of sex, educational stage and school environment. In conclusion, an inverse correlation was observed between motor self-efficacy and bullying, indicating that higher levels of motor self-efficacy are related to lower levels of bullying victimization. Motor self-efficacy could be used as a tool to reduce bullying situations at school. It would be important for government policies to encourage the practice of physical activity in all areas of life in order to improve motor self-efficacy and end bullying.
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Christensen JB, Jones MS, Hoffmann JP. Bullying Victimization and Youth's Likelihood of Carrying a Handgun. JOURNAL OF INTERPERSONAL VIOLENCE 2024:8862605241270006. [PMID: 39126167 DOI: 10.1177/08862605241270006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/12/2024]
Abstract
Recent research suggests that bullying victimization increases the risk of handgun carrying among adolescents. Yet, little to no research has considered whether different types of bullying victimization (i.e., physical, verbal, cyber) shape handgun-carrying behaviors among youth. Understanding these relationships can, however, inform intervention efforts addressing youths' access to and motives for carrying handguns. The purposes of this study are twofold. First, we establish whether there is a relationship between bullying victimization and youth handgun carrying. Second, we seek to determine whether certain types of bullying victimization are associated more strongly with handgun carrying than others, using data from the 2022 Florida Youth Substance Abuse Survey (FYSAS, n = 47,572), a statewide representative sample of Florida middle school and high school students. The results from multinomial regression models indicate that physical bullying and cyberbullying victimization were associated with an elevated risk of carrying a handgun in the past 12 months. Interventions that underscore the importance of comprehensive anti-bullying interventions that not only address traditional physical aggression among adolescents but also mitigate the evolving challenges posed by unsupervised digital spaces may reduce the risk of handgun carrying.
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Guo N, Huebner ES, Gong X, Tian L. Psychological maltreatment by teachers and peer victimization in Chinese youth: Depression and aggression as mediators. CHILD ABUSE & NEGLECT 2024; 153:106809. [PMID: 38696951 DOI: 10.1016/j.chiabu.2024.106809] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/23/2023] [Revised: 03/24/2024] [Accepted: 04/18/2024] [Indexed: 05/04/2024]
Abstract
BACKGROUND Psychological maltreatment by teachers and peer victimization are significant public health issues among youth. However, few studies have verified transactional associations between psychological maltreatment by teachers and peer victimization at the within-person level and the mediating roles of depression and aggression have yet to be fully evaluated. OBJECTIVE This study examined the transactional associations between psychological maltreatment by teachers and peer victimization from middle childhood to early adolescence, separating within- and between-person variation. The study also examined whether youth's depression and aggression mediated the associations. PARTICIPANTS AND SETTING A total of 4945 Chinese youth (Mage = 9.92 years, SD = 0.73 53 % boys) completed a packet of measures on five occasions at 6-month intervals from May of 2017 to May of 2019. METHODS Random Intercept Cross-Lagged Panel Models (RI-CLPMs) were used to distinguish between- and within-person effects. RESULTS The results indicated that: (a) Psychological maltreatment by teachers predicted peer victimization, and vice versa; (b) Depression (but not aggression) mediated the associations from peer victimization to psychological maltreatment by teachers. CONCLUSIONS The findings supported bidirectional spillover effects between adverse teacher-student and peer interactions and demonstrated at the within-person level that such effects were transmitted indirectly via youth's depression.
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Affiliation(s)
- Nan Guo
- 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.
| | - Xue Gong
- 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
| | - 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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Chanda P, Chirwa M, Mwale AT, Nakazwe KC, Kabembo IM, Nkole B. Perceived Social Support and Health Care Spending as Moderators in the Association of Traditional Bullying Perpetration with Traditional Bullying and Cyberbullying Victimisation among Adolescents in 27 European Countries: A Multilevel Cross-National Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2024; 21:863. [PMID: 39063440 PMCID: PMC11276897 DOI: 10.3390/ijerph21070863] [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: 05/21/2024] [Revised: 06/24/2024] [Accepted: 06/26/2024] [Indexed: 07/28/2024]
Abstract
Existing research has documented the association between bullying perpetration and bullying victimisation. However, it is still unclear how different sources of social support moderate the association between bullying perpetration and bullying victimisation at a cross-national level. Using multilevel binary logistic regression models, this study examined the moderating role of public health care spending and perceived social support (i.e., family and teacher support) in the association between traditional bullying perpetration and victimisation by traditional bullying and cyberbullying among adolescents across 27 European countries. Country-level data were combined with 2017/18 Health Behaviour in School-aged Children (HBSC) survey data from 162,792 adolescents (11-, 13-, and 15-year-olds) in 27 European countries. Results showed that adolescents who perpetrated traditional bullying had a higher likelihood of being victimised by traditional bullying and cyberbullying than adolescents who did not bully others. Results also indicated that the magnitude of the positive association between traditional bullying perpetration and victimisation by traditional bullying and cyberbullying was mitigated among adolescents with more family, teacher, and public health care support. These findings support the notion that multilayered systems of social support could play a vital role in bullying prevention and intervention strategies to address bullying among adolescents.
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Affiliation(s)
- Patrick Chanda
- Department of Social Work and Sociology, School of Humanities and Social Sciences, University of Zambia, Great East Road Campus, Lusaka P.O. Box 32379, Zambia; (P.C.); (A.T.M.); (I.M.K.)
- School of Graduate Studies, Lingnan University, 8 Castle Peak Road, Tuen Mun, Hong Kong, China
| | - Masauso Chirwa
- Department of Social Work and Sociology, School of Humanities and Social Sciences, University of Zambia, Great East Road Campus, Lusaka P.O. Box 32379, Zambia; (P.C.); (A.T.M.); (I.M.K.)
- Department of Social Policy and Social Security Studies, Hochschule Bonn-Rhein-Sieg University of Applied Sciences, Grantham Allee 20, 53757 Sankt Augustin, Germany
| | - Ackson Tyson Mwale
- Department of Social Work and Sociology, School of Humanities and Social Sciences, University of Zambia, Great East Road Campus, Lusaka P.O. Box 32379, Zambia; (P.C.); (A.T.M.); (I.M.K.)
| | - Kalunga Cindy Nakazwe
- Department of Psychology, School of Humanities and Social Sciences, University of Zambia, Great East Road Campus, Lusaka P.O. Box 32379, Zambia;
| | - Ireen Manase Kabembo
- Department of Social Work and Sociology, School of Humanities and Social Sciences, University of Zambia, Great East Road Campus, Lusaka P.O. Box 32379, Zambia; (P.C.); (A.T.M.); (I.M.K.)
- Department of Sociology and Social Policy, Lingnan University, 8 Castle Peak Road, Tuen Mun, Hong Kong, China
| | - Bruce Nkole
- Ministry of Education, Kasama P.O. Box 410175, Zambia;
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Calvete E, Orue I. Do testosterone and cortisol levels moderate aggressive responses to peer victimization in adolescents? Dev Psychopathol 2024; 36:624-635. [PMID: 36734232 DOI: 10.1017/s0954579422001456] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
Aggressive reactions to peer victimization may be tempered by hormone levels. Grounded on the dualhormone hypothesis (DHH), which proposes that testosterone (T) is associated with aggressive behavior only when cortisol (C) is low, this study assessed whether the combination of T and C moderated adolescents' aggressive responses to peer victimization. The study involved 577 adolescents (50.4% girls, aged 12-17 years), who completed measures of online and offline victimization and perpetration of aggressive behavior in three waves over the course of one year. Moreover, they provided salivary samples to measure T and C levels. Multilevel analyses showed a three-way interaction between T, C, and victimization levels for both online and offline aggressive behaviors. In both cases, the adolescents with high T and high C or low T and low C responded with more aggressive behaviors when victimized or provoked by peers. The T/C ratio was only associated with aggressive behavior in the girls' sample. The results are opposite to those predicted by the DHH, but they are consistent with the findings of other studies that examined aggressive behaviors as reactions to provocations. These results suggest that some combinations of T and C predict higher aggressive reactions to peer victimization.
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Affiliation(s)
- Esther Calvete
- Department of Psychology, Faculty of Health Sciences, University of Deusto, Bilbao, Spain
| | - Izaskun Orue
- Department of Psychology, Faculty of Health Sciences, University of Deusto, Bilbao, Spain
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Quan F, Huang J, Li H, Zhu W. Longitudinal relations between bullying victimization and aggression: The multiple mediation effects of anger rumination and hostile automatic thoughts. Psych J 2024. [PMID: 38655612 DOI: 10.1002/pchj.760] [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: 07/30/2023] [Accepted: 03/19/2024] [Indexed: 04/26/2024]
Abstract
Bullying victimization is widely accepted to be associated with aggression. However, the mechanisms underlying this relationship remain unknown. To examine the long-term impact of bullying victimization on aggression, the present study tested the potential mediating effects of both anger rumination and hostile automatic thoughts. A total of 809 undergraduates from four universities across China (74.80% female; Mage = 19.63 years, SD = 0.82 years) completed the survey on three occasions, with a 6-month delay between Time 1 and Time 2 and a 1-year interval between Time 2 and Time 3. A cross-lagged model of anger rumination and hostile automatic thoughts was developed to test whether they predicted one another, and two structural models were constructed to test their mediating roles in bullying victimization and aggression. Findings indicated that anger rumination and hostile automatic thoughts are mutually predictable; the correlation between bullying victimization and aggression is mediated independently by anger rumination and hostile automatic thoughts, and the chain mediation of bullying victimization predicting aggression first through anger rumination and then through hostile automatic thinking was established. In addition, an alternative mediation model is also significant, with hostile automatic thoughts as the primary mediator and anger rumination as the secondary mediator. These results highlight the significance of anger rumination and hostile automatic thoughts in the long-term effects of bullying victimization on aggression. Interventions designed to reduce undergraduate students' anger rumination and hostile automatic thoughts may help reduce their aggression.
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Affiliation(s)
- Fangying Quan
- Department of Psychology, Faculty of Education, Guangxi Normal University, Guilin, China
- Guangxi University and College Key Laboratory of Cognitive Neuroscience and Applied Psychology, Faculty of Education, Guangxi Normal University, Guilin, China
| | - Jianjian Huang
- Department of Psychology, Faculty of Education, Guangxi Normal University, Guilin, China
| | - Honghan Li
- Department of Psychology, Faculty of Education, Guangxi Normal University, Guilin, China
- Guangxi University and College Key Laboratory of Cognitive Neuroscience and Applied Psychology, Faculty of Education, Guangxi Normal University, Guilin, China
| | - Wenfeng Zhu
- Key Research Base of Humanities and Social Sciences of the Ministry of Education, Academy of Psychology and Behavior, Tianjin Normal University, Tianjin, China
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Nobakht HN, Steinsbekk S, Wichstrøm L. Development of symptoms of oppositional defiant disorder from preschool to adolescence: the role of bullying victimization and emotion regulation. J Child Psychol Psychiatry 2024; 65:343-353. [PMID: 37258090 DOI: 10.1111/jcpp.13845] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 04/12/2023] [Indexed: 06/02/2023]
Abstract
BACKGROUND Childhood oppositional defiant disorder (ODD) is associated with adverse outcomes which can continue to impair life well into adulthood. Identifying modifiable etiological factors of ODD is therefore essential. Although bullying victimization and poor emotion regulation are assumed to be risk factors for the development of ODD symptoms, little research has been conducted to test this possibility. METHODS A sample (n = 1,042) from two birth cohorts of children in the city of Trondheim, Norway, was assessed biennially from age 4 to 14 years. Parents and children (from age 8) were assessed with clinical interviews to determine symptoms of ODD, children reported on their victimization from bullying, and teachers reported on children's emotion regulation. RESULTS Oppositional defiant disorder symptoms increased from age 4 to 6, from age 8 to 10, and then started to wane as children entered adolescence. A Random Intercept Cross-Lagged Panel Model revealed that increased emotion regulation predicted a reduced number of ODD symptoms across development (β = -.15 to -.13, p < .001). This prediction was equally strong for the angry/irritable and argumentative/defiant dimensions of ODD. No longitudinal links were observed between bullying victimization and ODD symptoms. CONCLUSIONS Improving emotion regulation skills may protect against ODD symptoms throughout childhood and adolescence.
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Affiliation(s)
- Habib Niyaraq Nobakht
- Department of Psychology, Norwegian University of Science and Technology (NTNU), Trondheim, Norway
| | - Silje Steinsbekk
- Department of Psychology, Norwegian University of Science and Technology (NTNU), Trondheim, Norway
| | - Lars Wichstrøm
- Department of Psychology, Norwegian University of Science and Technology (NTNU), Trondheim, Norway
- Department of Child and Adolescent Psychiatry, St Olavs Hospital, Trondheim, Norway
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Qiu T, Wang S, Hu D, Feng N, Cui L. Predicting Risk of Bullying Victimization among Primary and Secondary School Students: Based on a Machine Learning Model. Behav Sci (Basel) 2024; 14:73. [PMID: 38275356 PMCID: PMC10813723 DOI: 10.3390/bs14010073] [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: 12/12/2023] [Revised: 01/12/2024] [Accepted: 01/18/2024] [Indexed: 01/27/2024] Open
Abstract
School bullying among primary and secondary school students has received increasing attention, and identifying relevant factors is a crucial way to reduce the risk of bullying victimization. Machine learning methods can help researchers predict and identify individual risk behaviors. Through a machine learning approach (i.e., the gradient boosting decision tree model, GBDT), the present longitudinal study aims to systematically examine individual, family, and school environment factors that can predict the risk of bullying victimization among primary and secondary school students a year later. A total of 2767 participants (2065 secondary school students, 702 primary school students, 55.20% female students, mean age at T1 was 12.22) completed measures of 24 predictors at the first wave, including individual factors (e.g., self-control, gender, grade), family factors (family cohesion, parental control, parenting style), peer factor (peer relationship), and school factors (teacher-student relationship, learning capacity). A year later (i.e., T2), they completed the Olweus Bullying Questionnaire. The GBDT model predicted whether primary and secondary school students would be exposed to school bullying after one year by training a series of base learners and outputting the importance ranking of predictors. The GBDT model performed well. The GBDT model yielded the top 6 predictors: teacher-student relationship, peer relationship, family cohesion, negative affect, anxiety, and denying parenting style. The protective factors (i.e., teacher-student relationship, peer relationship, and family cohesion) and risk factors (i.e., negative affect, anxiety, and denying parenting style) associated with the risk of bullying victimization a year later among primary and secondary school students are identified by using a machine learning approach. The GBDT model can be used as a tool to predict the future risk of bullying victimization for children and adolescents and to help improve the effectiveness of school bullying interventions.
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Affiliation(s)
- Tian Qiu
- Shanghai Key Laboratory of Mental Health and Psychological Crisis Intervention, Institute of Brain and Education Innovation, School of Psychology and Cognitive Science, East China Normal University, Shanghai 200062, China;
| | - Sizhe Wang
- School of Statistics, East China Normal University, Shanghai 200062, China;
| | - Di Hu
- Sliver School of Social Work, New York University, New York, NY 10012, USA;
| | - Ningning Feng
- Shanghai Key Laboratory of Mental Health and Psychological Crisis Intervention, Institute of Brain and Education Innovation, School of Psychology and Cognitive Science, East China Normal University, Shanghai 200062, China;
- Shanghai Centre for Brain Science and Brain-Inspired Technology, Shanghai 200062, China
| | - Lijuan Cui
- Shanghai Key Laboratory of Mental Health and Psychological Crisis Intervention, Institute of Brain and Education Innovation, School of Psychology and Cognitive Science, East China Normal University, Shanghai 200062, China;
- Shanghai Centre for Brain Science and Brain-Inspired Technology, Shanghai 200062, China
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Alanko K, Melander K, Ranta K, Engblom J, Kosola S. Time Trends in Adolescent School Absences and Associated Bullying Involvement Between 2000 and 2019: A Nationwide Study. Child Psychiatry Hum Dev 2023:10.1007/s10578-023-01601-1. [PMID: 37632555 DOI: 10.1007/s10578-023-01601-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 08/21/2023] [Indexed: 08/28/2023]
Abstract
Education is a central determinant of adolescent health. School absences and bullying involvement jeopardize wellbeing, mental health, and educational attainment. We analyzed time trends in school absenteeism over two decades and examined the association of absenteeism with bullying involvement.We analyzed data from the nationwide School Health Promotion study, with self-reported data from Finnish middle school students in grades 8 and 9 (ages 14-17, N = 1 000 970). Questionnaires assessed frequency of illness absences (IA), truancy, frequency of bullying victimization, bullying perpetration, and involvement in both bullying perpetration and victimization. Frequent school absences were defined as occurring on more than 3 days during the prior month (2000-2015), or at least weekly (2017-2019).Frequent IA increased from 12% to 2000 to 22% in 2015. In 2017-2019, frequent IA was reported by 3.5%. Frequent truancy declined from 9% to 2000 to 4% in 2015, and remained at 4% during 2017-2019. Bully victimization was reported at least weekly by 6.9%, perpetration by 5.4% and victimization-perpetration by 1.9% of participants in total. In a logistic regression model, every type of bullying involvement increased odds for both IA and truancy.Since bullying involvement was associated with both IA and truancy, particular concern should be raised for adolescents involved in bullying, and for their social and educational functioning. The concurrent increase in IA and decrease in truancy may reflect destigmatization of mental health problems or other changes in reporting absenteeism.
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Affiliation(s)
- K Alanko
- Faculty of Humanities, Psychology and Theology, Åbo Akademi University, Turku, Finland.
| | - K Melander
- Tampere University Hospital, and University of Tampere, University of Helsinki, Helsinki, Finland
| | - K Ranta
- Faculty of Social Sciences, Faculty of Medicine, Tampere University, University of Helsinki, Tampere, Helsinki, Finland
| | - J Engblom
- Department of Mathematics and Statistics, School of Economics, University of Turku, University of Turku, Turku, Finland
| | - S Kosola
- Pediatric Research Center, New Children's Hospital, Helsinki University Hospital, University of Helsinki, Helsinki, Finland
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Morgan PL, Farkas G, Woods AD, Wang Y, Hillemeier MM, Oh Y. Factors Predictive of Being Bullies or Victims of Bullies in US Elementary Schools. SCHOOL MENTAL HEALTH 2023; 15:566-582. [PMID: 37408592 PMCID: PMC10322117 DOI: 10.1007/s12310-023-09571-4] [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] [Accepted: 01/27/2023] [Indexed: 02/27/2023]
Abstract
We analyzed a population-representative cohort (N=13,611; Mage at kindergarten, first, and second grade = 67.5, 79.5, and 91.5 months, respectively) to identify kindergarten to second grade factors predictive of being bullies or victims during third to fifth grade. We did so by estimating a block recursive structural equation model (SEM) with three sets of predictors. These were: (a) individual and school socio-demographics; (b) family distress and harsh parenting; and (c) individual behavior and achievement. Relations between each of the included variables and the bullying outcomes were simultaneously estimated within the SEM. Thus, each variable served as a control for estimating the effects of the other variables. We used robust standard errors to account for student clustering within schools. Results indicated that externalizing problem behavior strongly predicted being a bully ([ES] = .56, p<.001) and a victim (ES=.29, p<.001). We observed a negative relation between being Hispanic and being a victim (ES = -.10, p<.001) and a positive relation between being Black and being a bully (ES = .11, p<.001). We also observed statistically significant relations between a family's socioeconomic status and being a bully (ES = -.08, p<.001) as well as school poverty and being a victim (ES = .07, p<.001). The results advance the field's limited understanding of risk and protective factors for bullying perpetration or victimization during elementary school and provide additional empirical support for assisting young children already exhibiting externalizing problem behaviors.
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Affiliation(s)
- Paul L. Morgan
- Department of Education Policy Studies, Penn State, University of Texas Health Sciences Center at Houston
| | - George Farkas
- School of Education, University of California, Irvine, University of Texas Health Sciences Center at Houston
| | - Adrienne D. Woods
- Education Division, SRI International, University of Texas Health Sciences Center at Houston
| | - Yangyang Wang
- Department of Education Policy Studies, Penn State, University of Texas Health Sciences Center at Houston
| | - Marianne M. Hillemeier
- Department of Health Policy and Administration, Penn State, University of Texas Health Sciences Center at Houston
| | - Yoonkyung Oh
- Department of Pediatrics and Children’s Learning Institute, University of Texas Health Sciences Center at Houston
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Paez GR, Briones Robinson R. Applying GST to Understand and Contextualize Bullying: A Conjunctive Analysis of Case Configurations. JOURNAL OF INTERPERSONAL VIOLENCE 2023:8862605231171415. [PMID: 37119019 DOI: 10.1177/08862605231171415] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/19/2023]
Abstract
Drawing from Agnew's general strain theory, this study examines whether certain risk factors have a consistent effect across different situational contexts that characterize bullying perpetration. A conjunctive analysis of case configurations was conducted to examine and identify situational factors that increase adolescents' risks for bullying perpetration using data from the 2019 Minnesota Student Survey. Results from a sample of 166,176 U.S. adolescents show that (1) incidents of traditional bullying perpetration cluster significantly among dominant situational profiles; (2) students most likely to be bullies experience victimization, but students least likely to bully their peers rarely experience bullying victimization; and (3) being a victim of traditional bullying can increase the chances of traditional bullying perpetration in some situational contexts, but can have almost no influence on perpetration in other contexts. Current findings are discussed considering existing bullying scholarship and recommendations for policy and future areas of research are presented.
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Lawrence TI, Hong JS, Espelage DL, Voisin DR. Antecedents of sibling aggression and bullying victimization: The parallel and serial contributions of depressive symptoms and substance use. J Affect Disord 2023; 333:193-201. [PMID: 37084977 DOI: 10.1016/j.jad.2023.04.023] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/16/2023] [Revised: 03/20/2023] [Accepted: 04/14/2023] [Indexed: 04/23/2023]
Abstract
PURPOSE Sibling aggression has received attention as a common form of family violence. However, further research is needed to elucidate several antecedents of sibling aggression perpetration and bullying victimization, such as substance use and depressive symptoms. Additionally, more studies are needed to identify the mediating paths of depressive symptoms and substance use, which could explain the association between bullying victimization and sibling aggression perpetration on the one hand and the association between sibling aggression victimization and bullying victimization on the other hand, while controlling for exposure to family violence and demographic variables. The current study tested two separate mediational models guided by the displaced aggression theory and self-medication hypothesis. METHOD The present study used the Bullying, Sexual, and Dating Violence Trajectories From Early to Late Adolescence in the Midwestern United States, 2007-2013 dataset. The original sample consisted of 1162 middle school students who were initially surveyed and followed into three high schools. For the current study, the first wave was used, which included a sample of 1101 adolescents. Structural equation modeling (SEM) was conducted to first examine whether bullying victimization was associated with sibling aggression perpetration. Then another model was conducted to test whether sibling aggression victimization was associated with bullying victimization. RESULTS In the first model, results suggest bullying victimization is positively associated with sibling aggression. Mediation results indicated depressive symptoms and substance use serially mediated the relation between bullying victimization and sibling aggression. In the second model, results suggest that sibling aggression victimization is positively associated with bullying victimization. Parallel mediation results indicated that depressive symptoms alone and not substance use individually explained the association between sibling aggression victimization and bullying victimization. Finally, serial mediation results indicated that depressive symptoms and substance use serially mediate the association between sibling aggression victimization and bullying victimization. LIMITATIONS Limitations include self-report measures and cross-sectional design; therefore, we could not estimate casual relationships. CONCLUSION The implications of these findings suggest the need for continued attention to school-based bully prevention efforts and family relations interventions. Such efforts might be associated with reductions in bullying victimization and sibling aggression.
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Affiliation(s)
- Timothy I Lawrence
- Department of Psychiatry & Behavioral Sciences, Texas A&M University, Bryan, TX, USA.
| | - Jun Sung Hong
- School of Social Work, Wayne State University, Detroit, MI, USA; Department of Social Welfare, Ewha Womans University, Seoul, South Korea
| | - Dorothy L Espelage
- School of Education, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
| | - Dexter R Voisin
- Jack, Joseph and Morton Mandel School of Applied Social Sciences, Case Western Reserve University, Cleveland, OH, USA
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Rębisz S, Jasińska-Maciążek A, Grygiel P, Dolata R. Psycho-Social Correlates of Cyberbullying among Polish Adolescents. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:5521. [PMID: 37107803 PMCID: PMC10139186 DOI: 10.3390/ijerph20085521] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/28/2022] [Revised: 04/10/2023] [Accepted: 04/12/2023] [Indexed: 05/11/2023]
Abstract
Cyberbullying has recently attracted attention due to its increasing prevalence and serious consequences for both victims and perpetrators. The objective of this population-based study was to examine the determinants of a person becoming a perpetrator of cyberbullying, including personal resources (emotional self-regulation, self-esteem, internal locus of control, optimism), social skills (prosocial behavior, assertiveness, cognitive empathy, cooperation), peer relationships (peer support, threats from peers, peer rejection, dislike of peers), and problematic Internet use (excessive Internet use, impulsive reactions to Internet deprivation). Participants (N = 541) were students at elementary schools (age 14-15) in Ostroleka, a city in central-eastern Poland. Two-part regression was used to explore protective/risk factors of the likelihood of an individual using cyberviolence (dichotomous part: involvement in violence) and how often it is used (continuous part: frequency of cyberbullying). The results showed that the emotional component is crucial to cyberbullying, as indicated by the importance of emotional self-control, which reduces the frequency of cyberbullying. Other important factors are assertiveness, impulsive response to limited Internet access (which increases the likelihood of engaging in cyberbullying) and fear of peers (which reduces its frequency). In turn, the importance of pro-sociality (which inhibits engagement) and peer support (which promotes engagement) points to the second important component of cyberbullying-that is, group mechanisms. At the same time, the results indicate that while the importance of Internet addiction as a risk factor for cyberbullying should not be underestimated, the amount of time spent online cannot be seen as the source of the problem. The study leads to the conclusion that effective interventions targeting cyberbullying should focus on the development of more adaptive styles of coping with emotions.
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Affiliation(s)
- Sławomir Rębisz
- Institute of Education, University of Rzeszów, ul. Ks. Jałowego 24, 35-959 Rzeszów, Poland
| | | | - Paweł Grygiel
- Institute of Education, Jagiellonian University, ul. Batorego 12, 31-135 Kraków, Poland
| | - Roman Dolata
- Faculty of Education, University of Warsaw, ul. Mokotowska 16/20, 00-561 Warsaw, Poland
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Tang W, Chen M, Wang N, Deng R, Tang H, Xu W, Xu J. Bullying victimization and internalizing and externalizing problems in school-aged children: The mediating role of sleep disturbance and the moderating role of parental attachment. CHILD ABUSE & NEGLECT 2023; 138:106064. [PMID: 36731288 DOI: 10.1016/j.chiabu.2023.106064] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/28/2022] [Revised: 12/15/2022] [Accepted: 01/23/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Studies have shown that bullying victimization may be related to internalizing and externalizing problems; however, the mechanism underlying this relationship remains unknown. This study explored the mediating role of sleep disturbance and the moderating role of parental attachment. METHODS A total of 1543 Chinese primary school students (M age = 8.92 years, SD1.7 years; range, 6-12) completed bullying victimization, sleep disturbance, and parental attachment measures, and provided information on their parents' occupations. The parents or guardians (n = 1995) also completed ratings on their children's internalizing and externalizing problems. RESULTS It was found that bullying victimization directly affected internalizing and externalizing problems and also influenced sleep disturbance. Regardless of the parent's socioeconomic status, parental attachment was found to moderate the relationship between bullying victimization and internalizing problems. CONCLUSIONS These findings contribute to understanding the partial mediating mechanism of sleep disturbance in the association between bullying victimization and internalizing and externalizing problems. The protective role of parental attachment proved central to preventing internalizing problems in bullied children. Intervention programs that enhance parental attachment and improve sleep quality could assist in mitigating the impact of bullying victimization on internalizing or externalizing problems.
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Affiliation(s)
- Wanjie Tang
- Mental Health Centre, Sichuan University, Chengdu, China; Department of child and adolescent psychiatry, Institute of psychiatry, psychology and neuroscience, King's College London, London, United Kingdom; Institute of Emergency Management and Post-disaster Reconstruction, Business School, Sichuan University, Chengdu, China
| | - Mingxia Chen
- Experimental Primary School affiliated to Sichuan University, Chengdu, China
| | - Ning Wang
- Experimental Primary School affiliated to Sichuan University, Chengdu, China
| | - Renyu Deng
- Experimental Primary School affiliated to Sichuan University, Chengdu, China
| | - Huai Tang
- Experimental Primary School affiliated to Sichuan University, Chengdu, China
| | - Wenjian Xu
- School of Public Administration, Sichuan University, Chengdu, China.
| | - Jiuping Xu
- Institute of Emergency Management and Post-disaster Reconstruction, Business School, Sichuan University, Chengdu, China.
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Fekih-Romdhane F, Malaeb D, Sarray El Dine A, Yakın E, Hallit S, Obeid S. Association between Bullying Victimization and Aggression in Lebanese Adolescents: The Indirect Effect of Repetitive Negative Thinking-A Path Analysis Approach and Scales Validation. CHILDREN (BASEL, SWITZERLAND) 2023; 10:children10030598. [PMID: 36980156 PMCID: PMC10047793 DOI: 10.3390/children10030598] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/28/2023] [Revised: 03/02/2023] [Accepted: 03/03/2023] [Indexed: 03/30/2023]
Abstract
(1) Background: The purpose of the present study was to validate the Perseverative Thinking Questionnaire (PTQ) and the Buss-Perry Aggression Questionnaire-Short Form (BPAQ-SF) and test whether repetitive negative thinking plays an indirect role in the relationship between bullying victimization and aggression among Lebanese adolescents. (2) Methods: This cross-sectional study was conducted between January and May 2022 and included 379 Lebanese adolescent students (64.9% females, mean age 16.07 years). (3) Results: The three-factor solution of the PTQ and the four-factor solution of the BPAQ-SF showed excellent model fit. PTQ mediated the association between bullying victimization and physical aggression, verbal aggression, hostility, and anger. (4) Conclusions: This study expands on previous research by showing that repetitive negative thinking, an impactful socio-cognitive factor for students' mental health, has a mediating (indirect) effect on the cross-sectional relationship between bullying victimization and aggression. This suggests that interventions aiming to prevent aggressive behaviors among adolescent students may be more effective if focused on repetitive negative thinking.
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Affiliation(s)
- Feten Fekih-Romdhane
- Faculty of Medicine of Tunis, Tunis el Manar University, Tunis 1068, Tunisia
- The Tunisian Center of Early Intervention in Psychosis, Department of Psychiatry "Ibn Omrane", Razi Hospital, Manouba 2010, Tunisia
| | - Diana Malaeb
- College of Pharmacy, Gulf Medical University, Ajman P.O. Box 4184, United Arab Emirates
| | - Abir Sarray El Dine
- Department of Biomedical Sciences, School of Arts and Sciences, Lebanese International University, Beirut P.O. Box 146404, Lebanon
| | - Ecem Yakın
- Centre d'Études et de Recherches en Psychopathologie et Psychologie de la Santé, Université de Toulouse-Jean Jaurès, UT2J, 5 allées Antonio Machado, 31058 Toulouse, France
| | - Souheil Hallit
- School of Medicine and Medical Sciences, Holy Spirit University of Kaslik, Jounieh P.O. Box 446, Lebanon
- Applied Science Research Center, Applied Science Private University, 11931 Amman, Jordan
- Research Department, Psychiatric Hospital of the Cross, Jal Eddib P.O. Box 60096, Lebanon
| | - Sahar Obeid
- Department of Social and Education Sciences, School of Arts and Sciences, Lebanese American University, Jbeil P.O. Box 13-5053, Lebanon
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Adolescents' Expectations for Types of Victim Retaliation Following Direct Bullying. J Youth Adolesc 2023; 52:533-546. [PMID: 36417047 DOI: 10.1007/s10964-022-01710-5] [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: 09/10/2022] [Accepted: 11/07/2022] [Indexed: 11/24/2022]
Abstract
Little is known about adolescents' expectations around how victims of bullying might retaliate following victimization. These expectations are important as they may inform adolescent's own behaviors, particularly intervention behaviors, in regard to bullying and potential retaliation. This study investigated adolescents' retaliation expectations and expected bystander reactions to retaliation following physical and social bullying. Participants included 6th grade (N = 450, Mage = 11.73 years, SD = 0.84) and 9th grade (N = 446, Mage = 14.82 years) adolescents (50.2% female, 63.3% European American, 22.9% African American, 3.9% Latino/a, 7% Multiracial, 2.9% Other) from middle-to-low-income U.S. public schools. Participants responded to open-ended prompts about victim responses to bullying, rating retaliation acceptability, and likelihood of engaging in bystander behaviors. ANOVAs were conducted to examine differences in retaliation expectation by type of aggression. Further, linear regressions were used to explore what factors were related to participants' expectations regarding bystander intervention. Participants expected victims to retaliate by causing harm and expected the type of retaliation to match the type of bullying. Younger participants were more specific and males were more likely to expect physical harm than females. Finally, acceptability of retaliation predicted bystander interventions. Adolescents expect aggressive retaliation suggesting that intervention might focus on teaching them ways to respond when they are bullied or observe bullying.
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Valente JY, Ferreira-Junior V, Paiva de Oliveira Galvão P, de la Torre A, Sanchez ZM. Psychiatric symptoms as predictors of latent classes of bullying victimization and perpetration among early adolescents. CURRENT PSYCHOLOGY 2023. [DOI: 10.1007/s12144-022-04146-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/26/2023]
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20
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Luo C, Wang X, Yang Y, Yan Q, Sun L, Yang D. Association of health-risk behaviors with perceived academic performance among middle and high school students: A cross-sectional study in Shanghai, China. PLoS One 2023; 18:e0285261. [PMID: 37130127 PMCID: PMC10153714 DOI: 10.1371/journal.pone.0285261] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2022] [Accepted: 04/18/2023] [Indexed: 05/03/2023] Open
Abstract
Adolescence is a susceptible period to establish health-risk behaviors, which may have an impact on academic performance. The aim of this study was to investigate the association between health-risk behaviors (HRBs) and perceived academic performance (PAP) of adolescents in Shanghai, China. The data of the present study included three-round Shanghai Youth Health-risk Behavior Survey (SYHBS). This cross-sectional survey investigated multiple HRBs of students involved in dietary behaviors, physical activity and sedentary behaviors, intentional and unintentional injury behaviors, and substance abuse behaviors, as well as PAP by using self-reported questionnaire. Using a multistage random sampling method, 40,593 middle and high school students aged 12 to 18 years were involved. Only participants with complete data on HRBs information, academic performance and covariates were included. A total of 35,740 participants were involved in analysis. We used ordinal logistic regression to analyze the association between each HRB and PAP adjusting for sociodemographic, family environment and duration of extracurricular study. The results showed that students who did not eat breakfast or drink milk everyday were more likely to have a lower PAP, with a decreased odds of 0.89 (95%CI: 0.86-0.93, P<0.001) and 0.82 (95%CI: 0.79-0.85, P<0.001), respectively. The similar association was also found in students who did exercise ≥60 minutes for less than 5 days/week, spend time on watch TV beyond 3 hours/day and other sedentary behaviors. Most intentional and unintentional injuries, and ever smoked were associated with a lower PAP. Our finding suggests that multiple HRBs negatively associated with PAP of adolescents. It needs to raise public health concerns with HRBs in adolescents, and to develop and implement comprehensive interventions on HRBs.
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Affiliation(s)
- Chunyan Luo
- Division of Child and Adolescent Health, Shanghai Municipal Center for Disease Control and Prevention, Shanghai, China
| | - Xuelai Wang
- Division of Child and Adolescent Health, Shanghai Municipal Center for Disease Control and Prevention, Shanghai, China
| | - Yanting Yang
- Division of Child and Adolescent Health, Shanghai Municipal Center for Disease Control and Prevention, Shanghai, China
| | - Qiong Yan
- Division of Child and Adolescent Health, Shanghai Municipal Center for Disease Control and Prevention, Shanghai, China
| | - Lijing Sun
- Division of Child and Adolescent Health, Shanghai Municipal Center for Disease Control and Prevention, Shanghai, China
| | - Dongling Yang
- Division of Child and Adolescent Health, Shanghai Municipal Center for Disease Control and Prevention, Shanghai, China
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Bullying and Cyberbullying Perpetration and Victimization: Prospective Within-Person Associations. J Youth Adolesc 2023; 52:406-418. [PMID: 36396912 PMCID: PMC9842581 DOI: 10.1007/s10964-022-01704-3] [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: 08/26/2022] [Accepted: 11/01/2022] [Indexed: 11/18/2022]
Abstract
Bidirectional associations between bullying and cyberbullying have consistently identified during adolescence. However, little is known about how this relationship works on the within-person level, after controlling for potential overlap at the between-person level. This study examined the bidirectional longitudinal associations between bullying and cyberbullying perpetration and victimization during 18-month period over four time points. A total of 2835 participants, aged 11 to 16 years in time 1 (50% girls; Mage = 13.13, SD = 1.06) were surveyed. Random intercept cross-lagged analyses revealed the stability of bullying perpetration and victimization. Cyberbullying victimization predicted inversely bullying and cyberbullying perpetration. The results indicate spirals of positive long-term associations between bullying (perpetration and victimization) and cyberbullying perpetration but no long-terms spirals of victimization.
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22
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Ahmad K, Beatson A, Campbell M, Hashmi R, Keating BW, Mulcahy R, Riedel A, Wang S. The impact of gender and age on bullying role, self-harm and suicide: Evidence from a cohort study of Australian children. PLoS One 2023; 18:e0278446. [PMID: 36602997 PMCID: PMC9815580 DOI: 10.1371/journal.pone.0278446] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2022] [Accepted: 11/16/2022] [Indexed: 01/06/2023] Open
Abstract
There has been limited longitudinal investigation to date into the association between bullying, self-harm, and suicidality in Australia and the impact of specific demographic differences on this relationship. This is despite the continued rise in the incidence of bullying, self-harm, and suicide. As such, the current study draws on data from the Longitudinal Survey of Australian children (LSAC) to examine the association between bullying, self-harm, and suicidality and explore the impact of demographic differences across three bullying related behaviors (being bullied, bullying others and being both bullied and bullying others). The evidence indicates that bully-victims exhibit the highest risk of self-harm and suicidality in Australia. When considering demographic differences, it was identified that females and adolescents aged 16-17-years-of-age had the highest risk of self-harm and suicidality. Further, a direct curvilinear relationship between age and the categories of self-harm was identified with an inflection point around 16-17 years. The study supports the need for further investigation into the association between bullying, self-harm, and suicidality longitudinally with a particular focus on other moderators.
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Affiliation(s)
- Kabir Ahmad
- School of Business, University of Southern Queensland, Toowoomba, Queensland, Australia
| | - Amanda Beatson
- QUT Business School, Queensland University of Technology, Brisbane, Queensland, Australia
| | - Marilyn Campbell
- School of Early Childhood & Inclusive Education, Queensland University of Technology, Kelvin Grove, Queensland, Australia
| | - Rubayyat Hashmi
- QUT Business School, Queensland University of Technology, Brisbane, Queensland, Australia
| | - Byron W. Keating
- QUT Business School, Queensland University of Technology, Brisbane, Queensland, Australia
- * E-mail:
| | - Rory Mulcahy
- School of Business and Creative Industries, University of the Sunshine Coast, Moreton Bay, Queensland, Australia
| | - Aimee Riedel
- School of Business and Creative Industries, University of the Sunshine Coast, Moreton Bay, Queensland, Australia
| | - Shasha Wang
- QUT Business School, Queensland University of Technology, Brisbane, Queensland, Australia
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Are Perceived Executive Functions Beneficial for Adolescents Who Experience Peer Victimization? JOURNAL OF PSYCHOPATHOLOGY AND BEHAVIORAL ASSESSMENT 2022. [DOI: 10.1007/s10862-022-10005-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/05/2022]
Abstract
AbstractPeer victimization can lead to dysfunctional cognitions and numerous internalizing psychological problems. Thus, it is essential to identify factors that can moderate the impact of victimization. This study aimed to analyze the potential moderating role of perceived executive functions (PEF) in the impact of peer victimization (traditional and online) on internalizing symptoms (depression and social anxiety), early maladaptive schemas (disconnection/rejection domain), and PEF in adolescents. A two-wave longitudinal study was carried out with 680 Spanish adolescents between 12 and 17 years of age (M = 14.58, SD = 1.36; 41.18% girls). Participants completed measures of self-reported executive functions, traditional and online victimization, early maladaptive schemas of the disconnection/rejection domain, depressive symptoms, and social anxiety symptoms in waves 1 and 2. Traditional and online perpetration was completed only in wave 1. The results indicated that when PEF were high (i.e., adolescents perceive that they have good executive functions), traditional and online victimization predicted more schemas of the disconnection/rejection domain and internalizing symptoms of depression and social anxiety. In non-victims, high PEF showed a protective role in the development of depressive symptoms and schemas of the disconnection/rejection domain. The findings highlight that PEF have a protective role that disappears when victimization (traditional and online) occurs.
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Morgan PL, Woods AD, Wang Y, Farkas G, Oh Y, Hillemeier MM, Mitchell C. Which Children are Frequently Victimized in U.S. Elementary Schools? Population-based Estimates. SCHOOL MENTAL HEALTH 2022; 14:1011-1023. [PMID: 37124239 PMCID: PMC10137960 DOI: 10.1007/s12310-022-09520-7] [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] [Accepted: 03/23/2022] [Indexed: 11/27/2022]
Abstract
We analyzed a population-based cohort of 11,780 U.S. kindergarten children to identify risk and protective factors predictive of frequent verbal, social, reputational, and/or physical bullying victimization during the upper elementary grades. We also stratified the analyses by biological sex. Both girls and boys displaying kindergarten externalizing problem behaviors were at consistently higher risk of frequent victimization during 3rd-5th grade (for the combined sample of boys and girls, verbal odds ratio [OR] = 1.82, social OR = 1.60, reputational OR = 1.85, physical OR = 1.67, total OR = 1.93). Hispanic children relative to non-Hispanic White children and those from higher income families were the most strongly and consistently protected from victimization. Boys were more likely to be physically bullied but less likely to be verbally, socially or reputationally bullied than girls. Other variables including disability, cognitively stimulating parenting, academic achievement, and internalizing behavior problems had statistically significant but less consistent and generally weaker relations with frequent victimization.
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Hong JS, Lee J, Caravita SC, Kim SE, Peguero AA. Risk behaviors as correlates of victimization of U.S.-born and foreign-born Asian, Black, and Latinx adolescents in the United States. New Dir Child Adolesc Dev 2022; 2022:67-90. [PMID: 36180222 DOI: 10.1002/cad.20486] [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: 11/10/2022]
Abstract
The current study examines the association between risk behaviors and victimization and race-based victimization amongst U.S.-born and foreign-born Asian, Black, and Latinx adolescents. Data were derived from the U.S. subset of the 2009-2010 Health Behavior in School-aged Children study. Samples include 662 Asian, 2413 Black, and 3188 Latinx adolescents (M = 12.9, SD = 1.75, 48.6% female) in grades 5-10. Univariate analyses, t-test analyses, and multiple linear regression analyses were conducted. Aggressive behavior was associated with victimization for U.S.-born and foreign-born Asian, Black, and Latinx adolescents. Race-based aggressive behavior was correlated for U.S.-born and foreign-born Black and Latinx adolescents. Smoking was positively associated with victimization amongst foreign-born Asian adolescents. Alcohol use was correlated with victimization and race-based victimization amongst foreign-born Latinx adolescents. Marijuana use was related to victimization amongst U.S.-born Black adolescents. Physical fighting was shown to be positively correlated with race-based victimization for U.S.-born Latinx adolescents. Carrying a weapon was associated with victimization and race-based victimization for U.S.-born and foreign-born Latinx adolescents. It was also associated with victimization amongst U.S.-born Asian adolescents. Befriending deviant peers was negatively associated with U.S.-born and foreign-born Black adolescents and U.S.-born Latinx adolescents, but positively associated with U.S.-born Asian adolescents.
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Affiliation(s)
- Jun Sung Hong
- School of Social Work, Wayne State University, Detroit, MI, USA.,Department of Social Welfare, Ewha Womans University, Seoul, South Korea
| | - Jungup Lee
- Department of Social Work, National University of Singapore, Singapore, Singapore
| | - Simona C Caravita
- Norwegian Centre for Learning Environment and Behavioral Research in Education, University of Stavanger, Norway.,Department of Psychology, Catholic University of the Sacred Heart, Brescia & Milan, Italy
| | - Sei Eun Kim
- Department of Counseling and Clinical Psychology, Teachers College, Columbia University, New York, NY, USA
| | - Anthony A Peguero
- School of Criminology and Criminal Justice, Arizona State University, Tempe, AZ, USA.,T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ, USA
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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: 9] [Impact Index Per Article: 4.5] [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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27
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Coping strategy, Well-being, and bullying perpetration in primary schools: a longitudinal mediation model. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03376-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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28
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Nie Q, Yang C, Stomski M, Zhao Z, Teng Z, Guo C. Longitudinal Link Between Bullying Victimization and Bullying Perpetration: A Multilevel Moderation Analysis of Perceived School Climate. JOURNAL OF INTERPERSONAL VIOLENCE 2022; 37:NP12238-NP12259. [PMID: 33685274 DOI: 10.1177/0886260521997940] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Existing theories and empirical studies have evidenced the association between bullying victimization and bullying perpetration. However, it is still unclear what factors mitigate or alter this risk linkage between bullying victimization and bullying perpetration to reduce bullying incidents. Guided by the social-ecological theory, this study used a longitudinal design to examine the moderating role of school climate in the association between bullying victimization and bullying perpetration at both the within-person and between-person levels among Chinese adolescents across a 1-year period. Participants included 2,997 Chinese adolescents (Mage = 14.9, 49.7% male) from 5 secondary schools. Results suggested that students who experienced high levels of bullying victimization were also involved in high levels of bullying perpetration over time (i.e., the positive within-person effect of bullying victimization on bullying perpetration). Results also showed that the between-person level of perceived school climate interacted with the within-person level of bullying victimization to predict the within-person level of bullying perpetration (i.e., cross-level effects). More specifically, the magnitude of the positive association between bullying victimization and bullying perpetration at the within-person level was mitigated among students with higher perceptions of school climate at the between-person level. Findings of the study highlighted the causal effect of bullying victimization on bullying perpetration and the buffering role of perceived school climate in the longitudinal association between bullying victimization and perpetration, which was consistent with the risk-buffering model but not the healthy context paradox hypothesis. Furthermore, the findings provided implications for bullying prevention and intervention services by using multitiered systems of support in bullying prevention efforts and highlights the need for promoting positive school climate.
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Affiliation(s)
- Qian Nie
- Southwest University, Beibei, Chongqing, China
- University of California, Berkeley, USA
| | | | | | | | - Zhaojun Teng
- Southwest University, Beibei, Chongqing, China
- University of California, Berkeley, USA
| | - Cheng Guo
- Southwest University, Beibei, Chongqing, China
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29
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León-Moreno C, Suárez-Relinque C, Musitu-Ferrer D, Herrero J. Peer Victimization, Peer Aggression and Depressive Symptoms over Time: A Longitudinal Study with Latent Growth Curves. INTERVENCION PSICOSOCIAL 2022; 31:169-176. [PMID: 37361014 PMCID: PMC10268550 DOI: 10.5093/pi2022a13] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/03/2022] [Accepted: 06/21/2022] [Indexed: 06/28/2023]
Abstract
Most empirical research on the relationship between peer victimization, aggression, and mental health has been conducted with correlational designs. Much of this research has also focused primarily on linking peer victimization with either the potential aggressive behaviors of victims or a deterioration in their mental health. This study analyzes the relationship between peer victimization, peer aggression, and depressive symptoms in adolescents over time. The participants are 194 adolescents (49.2% boys, 50.8% girls) aged between 10 and 13 years (M = 10.88, SD = 0.84). The results of the growth modeling analysis indicate that the trajectories are interconnected: as victimization decreases, adolescent aggression and depressive symptoms also decrease. In addition, it is observed that victimization decreased in the same way in boys and girls, while aggression and depressive symptoms showed a smaller reduction in girls. Finally, the results and their potential practical implications are discussed.
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Affiliation(s)
| | | | - Daniel Musitu-Ferrer
- Pablo de Olavide UniversitySevilleSpainPablo de Olavide University, Seville, Spain;
| | - Juan Herrero
- University of OviedoOviedoSpainUniversity of Oviedo, Spain
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30
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Palamarchuk IS, Vaillancourt T. Integrative Brain Dynamics in Childhood Bullying Victimization: Cognitive and Emotional Convergence Associated With Stress Psychopathology. Front Integr Neurosci 2022; 16:782154. [PMID: 35573445 PMCID: PMC9097078 DOI: 10.3389/fnint.2022.782154] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2021] [Accepted: 03/15/2022] [Indexed: 12/14/2022] Open
Abstract
Bullying victimization is a form of psychological stress that is associated with poor outcomes in the areas of mental health and learning. Although the emotional maladjustment and memory impairment following interpersonal stress are well documented, the mechanisms of complex cerebral dysfunctions have neither been outlined nor studied in depth in the context of childhood bullying victimization. As a contribution to the cross-disciplinary field of developmental psychology and neuroscience, we review the neuropathophysiology of early life stress, as well as general psychological stress to synthesize the data and clarify the versatile dynamics within neuronal networks linked to bullying victimization. The stress-induced neuropsychological cascade and associated cerebral networks with a focus on cognitive and emotional convergence are described. The main findings are that stress-evoked neuroendocrine reactivity relates to neuromodulation and limbic dysregulation that hinder emotion processing and executive functioning such as semantic cognition, cognitive flexibility, and learning. Developmental aspects and interacting neural mechanisms linked to distressed cognitive and emotional processing are pinpointed and potential theory-of-mind nuances in targets of bullying are presented. The results show that childhood stress psychopathology is associated with a complex interplay where the major role belongs to, but is not limited to, the amygdala, fusiform gyrus, insula, striatum, and prefrontal cortex. This interplay contributes to the sensitivity toward facial expressions, poor cognitive reasoning, and distress that affect behavioral modulation and emotion regulation. We integrate the data on major brain dynamics in stress neuroactivity that can be associated with childhood psychopathology to help inform future studies that are focused on the treatment and prevention of psychiatric disorders and learning problems in bullied children and adolescents.
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31
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Wachs S, Bilz L, Wettstein A, Wright MF, Krause N, Ballaschk C, Kansok-Dusche J. The Online Hate Speech Cycle of Violence: Moderating Effects of Moral Disengagement and Empathy in the Victim-to-Perpetrator Relationship. CYBERPSYCHOLOGY, BEHAVIOR AND SOCIAL NETWORKING 2022; 25:223-229. [PMID: 35172113 DOI: 10.1089/cyber.2021.0159] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/17/2022]
Abstract
Adolescents around the globe are increasingly exposed to online hate speech (OHS). And yet little is known about the varying roles of involvement and the determinants of adolescents' hate speech perpetration. Building on previous research, this study aims to test the cycle of violence hypothesis for OHS and to analyze whether moral disengagement (MD) and empathy moderate the victim-to-perpetrator relationship. The sample consists of 3,560 seventh to ninth graders (52.1 percent girls), recruited from 40 schools across Germany and Switzerland. Self-report questionnaires were administered to assess OHS involvement, MD, and empathy. Multilevel analyses revealed that victims of OHS were more likely to report OHS perpetration. In addition, victims of OHS were more likely to report OHS perpetration when they reported higher levels of MD than those with lower levels of MD. Finally, victims of OHS were less likely to report OHS perpetration when they reported higher levels of empathy than those with lower levels of empathy. The findings extend the cycle of violence hypothesis to OHS and highlight the need to address MD and empathy in hate speech prevention. Implications for future research will be discussed.
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Affiliation(s)
- Sebastian Wachs
- Department of Educational Sciences, University of Potsdam, Potsdam, Germany.,Institute of Education, National Anti-Bullying Research and Resource Centre, Dublin City University, Dublin, Ireland
| | - Ludwig Bilz
- Department of Health Sciences, Brandenburg University of Technology Cottbus-Senftenberg, Cottbus, Germany
| | - Alexander Wettstein
- Institute for Research, Development and Evaluation, Bern University of Teacher Education, Bern, Switzerland
| | - Michelle F Wright
- Department of Psychology, Penn State University, University Park, Pennsylvania, USA.,Department of Psychology, DePaul University, Chicago, Illinois, USA
| | - Norman Krause
- Department of Educational Sciences, University of Potsdam, Potsdam, Germany
| | - Cindy Ballaschk
- Department of Educational Sciences, University of Potsdam, Potsdam, Germany
| | - Julia Kansok-Dusche
- Department of Health Sciences, Brandenburg University of Technology Cottbus-Senftenberg, Cottbus, Germany
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32
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Tolmatcheff C, Galand B, Roskam I. Validation of the French version of the moral disengagement in bullying scale: Testing Bandura's conceptual model. J Sch Psychol 2022; 91:81-96. [DOI: 10.1016/j.jsp.2022.01.002] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2020] [Revised: 08/30/2021] [Accepted: 01/03/2022] [Indexed: 11/29/2022]
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33
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Dantchev S, Zemp M. Sibling, Peer, and Cyber Bullying Among Children and Adolescents: Co-occurrence and Implications for Their Adjustment. Front Psychol 2021; 12:761276. [PMID: 35002854 PMCID: PMC8728088 DOI: 10.3389/fpsyg.2021.761276] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2021] [Accepted: 12/02/2021] [Indexed: 12/04/2022] Open
Abstract
Bullying across the sibling, peer, and cyber context has consistently been associated with a range of long-term health and well-being consequences for children and adolescents. Although research examining different bullying forms simultaneously in the same study are emerging, it remains unclear to what extend sibling, peer, and cyber bullying co-occur and in what ways they are associated. Moreover, previous work has demonstrated that children and adolescents who experience multiple forms of victimization are at a particular risk of adverse outcomes. However, whether different constellations of co-occurring bullying forms have differential impacts has not yet been investigated sufficiently. The aim of the present study was to examine the frequencies of isolated and co-occurring sibling, peer, and cyber bullying as well as to explore their independent and cumulative relationships with child adjustment. This study was based on a sample of 329 children and adolescents aged between 9 and 15. Bullying experiences across the sibling, peer, and cyber context in the previous 6 months were assessed via self-report. Youth further reported on emotional problems, conduct problems, sleep problems, and academic achievement via an online questionnaire. Sibling, peer, and cyber bullying were uniquely associated with child outcomes. A cumulative relationship between bullying victimization across contexts and emotional problems, conduct problems, and sleep problems could be identified, while bullying perpetration across contexts was only linked to more conduct problems in a cumulative manner. The findings have important practical implications arguing for the adoption of a holistic approach toward bullying in prevention and intervention.
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34
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Mazzone A, Pitsia V, Karakolidis A, O'Higgins Norman J. Bullied, bystanders, and perpetrators in the workplace: The role of empathy in teachers and school leaders' experiences. PSYCHOLOGY IN THE SCHOOLS 2021. [DOI: 10.1002/pits.22628] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Angela Mazzone
- DCU Anti‐Bullying Centre Dublin City University Dublin Ireland
| | - Vasiliki Pitsia
- Educational Research Centre Dublin Ireland
- University of Nicosia Nicosia Cyprus
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35
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Ubago-Jiménez JL, Cepero-González M, Martínez-Martínez A, Chacón-Borrego F. Linking Emotional Intelligence, Physical Activity and Aggression among Undergraduates. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph182312477. [PMID: 34886203 PMCID: PMC8656989 DOI: 10.3390/ijerph182312477] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 10/22/2021] [Revised: 11/24/2021] [Accepted: 11/25/2021] [Indexed: 12/22/2022]
Abstract
Several indicators are strongly related to health and well-being in university students, such as emotional intelligence and physical activity. At the same time, some qualities threaten it and are incompatible with students’ adaptation to society in general, such as aggressive behaviours. The aim of this research is to analyse the relationship established between emotional intelligence using TMMS-24, physical activity, using IPAQ, and aggression behaviours in university students. For this purpose, a descriptive, cross-sectional and non-experimental study was developed with 932 undergraduates (M = 20.55; SD = 3.673). The findings highlight how emotional intelligence and physical activity practice decrease violent behaviour in university students. In addition, men tend to have more aggressive behaviours than women as well as the relation between physical activity and emotional intelligence is stronger in all its dimensions. Results highlight the importance of including emotional intelligence programs in order to enable undergraduate well-being.
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Affiliation(s)
- José Luis Ubago-Jiménez
- Department of Didactics of Musical, Plastic and Corporal Expression, University of Granada, 18071 Granada, Spain; (J.L.U.-J.); (M.C.-G.)
| | - Mar Cepero-González
- Department of Didactics of Musical, Plastic and Corporal Expression, University of Granada, 18071 Granada, Spain; (J.L.U.-J.); (M.C.-G.)
| | | | - Fátima Chacón-Borrego
- Department of Physical Education and Sports, University of Sevilla, 41013 Sevilla, Spain
- Correspondence: ; Tel.: +34-958246685
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36
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Zhou J, Huebner ES, Tian L. Perceived Parental Warmth, Peer Perpetration, and Peer Victimization: Unraveling Within-Child Associations from Between-Child Differences. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2021; 23:295-305. [PMID: 34751887 DOI: 10.1007/s11121-021-01325-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/15/2021] [Indexed: 12/28/2022]
Abstract
Although perceived parental warmth and "peer victimization and peer perpetration" are believed to be unidirectionally related, researchers have not examined the possibility of bidirectional relations among them, especially with regard to within-child relations. We thus explored the dynamic longitudinal associations among children's perceived parental warmth (maternal warmth and paternal warmth), peer perpetration, and peer victimization at the within-child level. A total of 3720 Chinese children (Mage = 9.95 years at Time 1, 46.1% girls) were investigated on five occasions, every 6 months. Random Intercept Cross-Lagged Panel Models (RI-CLPMs) were applied to estimate the within-child associations among these variables. The results were: (1) for peer perpetration, peer perpetration inversely predicted subsequent perceived parental warmth, while perceived maternal (but not paternal) warmth inversely predicted subsequent peer perpetration; (2) for peer victimization, perceived maternal and paternal warmth both inversely predicted a child's subsequent peer victimization, and perceived parental warmth and peer victimization bidirectionally predicted each other; and (3) peer perpetration and peer victimization bidirectionally predicted each other. These findings enhance understanding of how perceived parental warmth temporally interrelates with peer perpetration and peer victimization from a positive spillover theory perspective, as well as how peer perpetration temporally interrelates with peer victimization from a negative vicious cycle perspective.
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Affiliation(s)
- Jiangying Zhou
- School of Psychology, South China Normal University, Guangzhou, 510631, 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, 510631, China.,Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, 510631, China
| | - E Scott Huebner
- Department of Psychology, University of South Carolina, Columbia, SC, USA
| | - Lili Tian
- School of Psychology, South China Normal University, Guangzhou, 510631, 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, 510631, China. .,Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, 510631, China.
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37
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Hong JS, Lee J, McCloskey LA, Victor BG, Wei HS, Voisin DR. Pathways From Witnessing Parental Intimate Partner Violence to Involvement in Bullying: Empirically Testing a Proposed Conceptual Framework. J Prim Prev 2021; 42:583-602. [PMID: 34554374 DOI: 10.1007/s10935-021-00647-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/29/2021] [Indexed: 11/29/2022]
Abstract
We tested a proposed conceptual framework in which we hypothesized that witnessing parental intimate partner violence (witnessing parental IPV) is linked to children's bullying and peer victimization. We also hypothesized that the relationship between witnessing parental IPV and bullying and peer victimization in childhood would be mediated by increased psychological problem behavior, school absences, and problematic peer interactions. We utilized data from the National Survey of Children's Health. We found that witnessing parental IPV was positively related to children's bullying and peer victimization not only directly, but also indirectly through the mediating role of psychological problem behavior, school absences, and problematic peer interactions. Our findings highlight the importance of exploring the mechanisms by which bullying and peer victimization increase in those who have witnessed parental IPV.
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Affiliation(s)
- Jun Sung Hong
- School of Social Work, Wayne State University, 5447 Woodward Avenue, Detroit, MI, 48202, USA.
| | - Jungup Lee
- Department of Social Work, National University of Singapore, Singapore, Singapore
| | | | - Bryan G Victor
- School of Social Work, Wayne State University, 5447 Woodward Avenue, Detroit, MI, 48202, USA
| | - Hsi-Sheng Wei
- Department of Social Work, National Taipei University, Taipei, Taiwan
| | - Dexter R Voisin
- Factor-Inwentash Faculty of Social Work, University of Toronto, Toronto, ON, Canada
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38
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Why Do Immigrant and Swedish Adolescents Engage in Ethnic Victimization? Common and Distinct Underlying Factors. J Youth Adolesc 2021; 50:2236-2248. [PMID: 34417965 PMCID: PMC8505274 DOI: 10.1007/s10964-021-01485-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2021] [Accepted: 07/13/2021] [Indexed: 11/26/2022]
Abstract
Youth of immigrant background are at risk of experiencing victimization due to their ethnic or cultural background. However, limited knowledge is available regarding why youth victimize their immigrant peers, and whether the factors associated with engagement in ethnic victimization vary across adolescents of different background. To address this gap in knowledge, the present study aimed to elucidate the common or differential factors associated with engagement in ethnic victimization among immigrant and native youth. The analytical sample included seventh grade students residing in Sweden from 55 classrooms (N = 963, Mage = 13.11, SD = 0.41; 46% girls; 38% youth of immigrant background). The results showed that being morally disengaged and engaging in general victimization are the common denominators of engagement in ethnic victimization for immigrant and Swedish youth. Low levels of positive attitudes toward immigrants provide a foundation for ethnic victimization among Swedish youth, but not youth of immigrant background. Classroom ethnic composition was not significantly related to engagement in ethnic victimization in either group. Predictors of engagement in ethnic victimization seem to have similarities and differences among immigrant and Swedish youth. The factors involved require further attention in developing strategies to combat bias-based hostile behaviors in diverse school settings.
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39
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Bullying, Cyberbullying and the Overlap: What Does Age Have to Do with It? SUSTAINABILITY 2021. [DOI: 10.3390/su13158527] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
School bullying and cyberbullying represent the most common forms of victimization during childhood and adolescence in many countries across the globe. Although they can be studied as distinct phenomena with their own defining characteristics, there is evidence to suggest that they are related and often co-occur. The present research aimed to estimate the rates of school bullying and cyberbullying, studied their evolution by age, and analyzed any possible overlap between the two. An empirical study was carried out with a large sample of children and adolescents in Galicia, Spain (N = 2083), where 10–17 year olds were presented with The European Bullying Intervention Project Questionnaire and European Cyberbullying Intervention Project Questionnaire. School bullying was found to be more prevalent than cyberbullying, with 25.1% involved as victims and 14.3% as bully-victims, while the cyberbullying rates were 9.4% for victims and 5.8% for bully-victims. Perpetration rates were similar for school and cyberbullying (4.4% and 4.3% respectively). The overlap between both phenomena adds to the evidence for a whole-community approach to tackling all types of bullying and victimization experiences, as opposed to each in silo. The clear age differences in bullying behaviours also suggest the appropriateness of tailoring anti-bullying programs to target specific age groups.
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40
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Zhang Y, Li Z, Tan Y, Zhang X, Zhao Q, Chen X. The Influence of Personality Traits on School Bullying: A Moderated Mediation Model. Front Psychol 2021; 12:650070. [PMID: 34093338 PMCID: PMC8177084 DOI: 10.3389/fpsyg.2021.650070] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2021] [Accepted: 04/29/2021] [Indexed: 11/13/2022] Open
Abstract
We recruited 1,631 middle and high school students to explore the relationship between personality traits and school bullying, and the moderated and mediating roles of self-concept and loneliness on this relationship. Results showed that (1) neuroticism had a significant positive predictive effect on being bullied, extroversion had a significant negative predictive effect on being bullied, and agreeableness had a significant negative predictive effect on bullying/being bullied; (2) loneliness played a mediating role between neuroticism and bullied behaviors, extroversion and bullying behaviors, and agreeableness and bullying/bullied behaviors; (3) self-concept played a moderating role on the mediation pathway of loneliness on neuroticism, extraversion, agreeableness and bullying behaviors. Therefore, to reduce the frequency of school bullying among adolescents, we should not only reduce their levels of loneliness but also improve their levels of self-concept.
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Affiliation(s)
- Yun Zhang
- Key Laboratory of Applied Psychology, Chongqing Normal University, Chongqing, China.,School of Education, Chongqing Normal University, Chongqing, China
| | - Zuoshan Li
- Key Laboratory of Applied Psychology, Chongqing Normal University, Chongqing, China.,School of Education, Chongqing Normal University, Chongqing, China
| | - Yalan Tan
- Key Laboratory of Applied Psychology, Chongqing Normal University, Chongqing, China.,School of Education, Chongqing Normal University, Chongqing, China
| | - Xi Zhang
- Key Laboratory of Applied Psychology, Chongqing Normal University, Chongqing, China.,School of Education, Chongqing Normal University, Chongqing, China
| | - Qingyu Zhao
- Key Laboratory of Applied Psychology, Chongqing Normal University, Chongqing, China.,School of Education, Chongqing Normal University, Chongqing, China
| | - Xin Chen
- Key Laboratory of Applied Psychology, Chongqing Normal University, Chongqing, China.,School of Education, Chongqing Normal University, Chongqing, China
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41
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Rumination as a Mediator of the Prospective Association Between Victimization and Bullying. Res Child Adolesc Psychopathol 2021; 49:339-350. [PMID: 33404941 PMCID: PMC7878240 DOI: 10.1007/s10802-020-00755-z] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/09/2020] [Indexed: 11/16/2022]
Abstract
Although there is evidence of concurrent associations between victimization and bully perpetration, it is still unclear how this relation unfolds over time. This study investigates whether victimization in childhood is a prospective risk factor for bully perpetration in early adolescence, and examines rumination as a socio-cognitive factor that may mediate this association. Participants included 553 third graders (43.2% boys; Mage = 9.85), with follow-up assessments when they were in fourth, seventh, and eighth grade. Results indicated that more frequent victimization in grades 3 and 4 was indirectly associated with bully perpetration in grade 8, through rumination in grade 7 about past victimization experiences in elementary school. This pattern remained regardless of whether the rumination elicited feelings of anger or sadness. Our findings demonstrate one pathway through which frequent victimization can lead to perpetration and underscore the important role of rumination in victims’ subsequent adjustment. Implications for future interventions are discussed.
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42
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Pusch N, Holtfreter K. Sex-Based Differences in Criminal Victimization of Adolescents: A Meta-Analysis. J Youth Adolesc 2020; 50:4-28. [PMID: 32995986 DOI: 10.1007/s10964-020-01321-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2020] [Accepted: 09/17/2020] [Indexed: 10/23/2022]
Abstract
While general criminological theories, including low self-control, social bonds, routine activities, and risky lifestyles are increasingly used to explain criminal victimization, there is some evidence these theories may omit important sex differences. To date, the empirical evidence remains mixed, which may be an artifact of methodological differences. This study used three-level meta-analytic methods to assess the use of various predictors derived from criminological theory on a variety of criminal victimization types, sample characteristics, and differences in research design. In a total sample of 166,650 females and 129,988 males in 115 studies using 95 unique datasets of adolescents (average age = 10-19), the meta-analysis revealed that elements of risky lifestyles are largely sex-neutral, while some sex-specific effects of bonds, routine activities, and prior victimization are observed. Implications for criminological theory, developmental and life course research on adolescent victimization, and avenues for prevention are discussed.
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Affiliation(s)
- Natasha Pusch
- Department of Sociology Anthropology, and Social Work, Texas Tech University, Holden Hall 158, 1011 Boston Ave., Lubbock, TX, 79409, USA.
| | - Kristy Holtfreter
- School of Criminology and Criminal Justice, Arizona State University, 411 N. Central Ave., Ste. 600, Phoenix, AZ, 85004, USA
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43
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Ceballos Ospino GA, Campo-Arias A, Rodríguez-De Ávila U. Consistencia interna y dimensionalidad del cuestionario breve para detectar intimidación escolar. PENSAMIENTO PSICOLÓGICO 2020. [DOI: 10.11144/javerianacali.ppsi18-1.cidc] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022] Open
Abstract
Objetivo. Corroborar el desempeño psicométrico, la consistencia interna y la dimensionalidad del Cuestionario Breve de Detección de Intimidación Escolar (CBDIE). Método. Se diseñó un estudio de validación en el que participaron 350 estudiantes, entre los 10 y los 17 años (M = 13.3; DE = 1.8), 53.7% de género femenino. Se calcularon indicadores de consistencia interna (Kuder-Richardson, K-R, y omega de McDonald) para las tres subescalas del CBDIE. Resultados. La subescala de intimidación percibida mostró K-R de 0.55 y omega de McDonald de 0.58; la subescala de síntomas emocionales, 0.80 y 0.81; y la subescala de intimidación perpetrada, 0.41 y 0.33. No fue posible demostrar la dimensionalidad del instrumento. Conclusión. Solo la subescala de síntomas emocionales de CBDIE presenta alta consistencia interna. Se necesitan más investigaciones de la dimensionalidad del CBDIE, para dar cuenta de su estructura interna.
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