Bullying Perpetration, Victimization, and Low Self-esteem: Examining Their Relationship Over Time

Choi, Boungho; Park, Soowon

doi:10.1007/s10964-020-01379-8

Cited by 43 publications

(22 citation statements)

References 64 publications

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“…As has been previously observed [19,[67][68][69][70][71], the likelihood of high self-esteem increases when teens have not experienced sexual or physical abuse in childhood and are not victims of bullying/cyberbullying. In this study, the effect of these experiences on self-esteem remains even after problem-solving skills and social support are included in the model (although the influence of these factors is slightly smaller in Model 3 than in Model 2).…”

Section: Discussionsupporting

confidence: 58%

Will I Like Myself If You Hurt Me? Experiences of Violence and Adolescents’ Self-Esteem

et al. 2021

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Self-esteem seems to be a crucial factor in adolescents’ psychological well-being. Our study aimed to identify the likelihood of high/medium/low adolescents’ self-esteem in personal experiences of abuse and/or violence (abuse by an adult in childhood, bullying and cyberbullying, and dating violence victimization), different socioeconomic characteristics, perceived social support, and ability to resolve social problems. The study participants were 1451 students from secondary schools (age 13–16) in Spain, Italy, Romania, Portugal, Poland and the UK. We calculated relative risk ratios using multinomial regression models to understand how socioeconomic characteristics, personal experiences of abuse and/or violence, perceived social support, ability to resolve social problems were associated with a self-esteem level. Having no experience of being a victim of physical and sexual abuse in childhood and not being a victim of bullying and cyberbullying is connected with the likelihood of high self-esteem regarding having low self-esteem. Taking as reference those who have never been in a dating relationship, the probability of medium and high self-esteem, decreases when teens are in a romantic or dating relationship and they are victims of intimate partner violence, but the negative effect is explained when other violent variables are included in the model. Being a boy, begin a younger teenager, mother’s paid work, high problem-solving skills and perceptions of social support is in relation with the prospect for higher self-esteem. Promoting adolescent self-esteem means preventing all forms of violence perpetrated by significant others, as well as increasing the ability of youth to seek social support and develop problem-solving skills.

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Section: Discussionsupporting

confidence: 58%

Will I Like Myself If You Hurt Me? Experiences of Violence and Adolescents’ Self-Esteem

et al. 2021

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“…The above-mentioned literature supported the notion that cyberbullying perpetration predicts an increase in cyberbullying victimization (Marciano et al, 2020 ; Royuela-Colomer et al, 2018 ). Nevertheless, one study found that traditional bullying perpetration predicted lower bullying victimization systematically in non-clinical Korean adolescents (Choi & Park, 2021 ). The authors of that study interpreted this finding to indicate that, by bullying others, the bullies would have more resources to escape victimization, which could also occur in cyberbullying.…”

Section: Discussionmentioning

confidence: 99%

Understanding the Perpetuation of Cyberbullying Victimization in Adolescents: The Role of Executive Functions

Morea

Calvete

2022

Res Child Adolesc Psychopathol

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The consequences of cyberbullying victimization can lead to its perpetuation over time, initiating a vicious cycle. Thus, it is important to identify the factors that contribute to the persistence of victimization. This study aimed to examine some longitudinal mechanisms involved in the perpetuation of cyberbullying victimization in adolescents. The secondary aim was to study the protective role of executive functions (cognitive flexibility and selective attention) in this process, filling a gap in the literature. Sex differences were also studied. The sample consisted of 698 adolescents between 12 and 17 years of age (M = 14.59, SD = 1.36; 40.83% girls) from the Basque Country (Spain). Adolescents participated in a longitudinal study with three waves, in which 5–6 months elapsed between waves. The participants completed measures of executive functions in wave 1, of cyberbullying perpetration and depressive symptoms in waves 1 and 2, and of cyberbullying victimization in all three waves. The findings indicated that cyberbullying victimization was perpetuated through an increase of cyberbullying perpetration and depressive symptoms. Concerning executive functions, cognitive flexibility attenuated the impact of cyberbullying victimization on cyberbullying perpetration and depressive symptoms, and these in turn predicted lower levels of future victimization. Sex differences revealed that selective attention acted as a risk factor for cyberbullying victimization in girls and as a protective factor in boys. The results highlight the importance of considering mediating mechanisms involved in the perpetuation of cyberbullying victimization as well as the beneficial role played by cognitive flexibility in reducing the stability of cyberbullying victimization.

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“…One constraint of the study was its cross-sectional nature. It is clear that the mediational model is a simplified depiction of reality because bi-directional reciprocal effects might be at play [ 45 ], and self-esteem as well as school adjustment might be both predictors and consequences of bullying-related behaviors. Furthermore, although the overall sample was large, some variables were only collected in a smaller subsample.…”

Section: Discussionmentioning

confidence: 99%

“…The present study assumes a multiple parallel mediation model [ 43 ], in which self-esteem variables are associated with bullying or victimization, which in turn are associated with more severe psychological adjustment problems in school [ 44 ]. Although this model is plausible, the underlying mechanisms may be more complex [ 7 ], as reciprocal mechanisms such as negative feedback loops may be at play [ 45 ]. For example, self-esteem could lead to victimization, which in turn could decrease self-esteem, which again could lead to even more victimization, and so forth.…”

Section: Introductionmentioning

confidence: 99%

Perpetration and Victimization in Offline and Cyber Contexts: A Variable- and Person-Oriented Examination of Associations and Differences Regarding Domain-Specific Self-Esteem and School Adjustment

Burger

Bachmann

2021

IJERPH

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Self-esteem has been identified as a predictor of bullying perpetration and victimization, which, in turn, may lead to school adjustment problems. However, findings regarding the direction and strength of these associations have been inconclusive. This study aimed to resolve this by differentiating between offline and cyber contexts and various self-esteem domains. An online sample of 459 adolescents retrospectively completed measures of self-esteem domains and offline/cyber perpetration and victimization, and a subsample of 194 adolescents also completed measures of loneliness and school adjustment. A mediation analysis of bullying-related variables on the effect of self-esteem domains on school adjustment indicated that offline victimization was the only significant mediator. Positive indirect effects were found for social and emotional self-esteem, and negative indirect effects were found for school performance-related self-esteem. Furthermore, person-oriented analyses examined differences in bullying-related roles regarding self-esteem domains, loneliness, and school adjustment. Victim groups showed lower self-esteem in many domains, but cyber victims showed higher body-related self-esteem. Bullies showed lower school performance-related but higher social self-esteem. Both bullies and victims showed lower school adjustment and more loneliness. Implications for theory and practice are discussed, as the findings are relevant for teachers and could be used to develop and deploy more effective anti-bullying programs.

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Bullying Perpetration, Victimization, and Low Self-esteem: Examining Their Relationship Over Time

Cited by 43 publications

References 64 publications

Will I Like Myself If You Hurt Me? Experiences of Violence and Adolescents’ Self-Esteem

Will I Like Myself If You Hurt Me? Experiences of Violence and Adolescents’ Self-Esteem

Understanding the Perpetuation of Cyberbullying Victimization in Adolescents: The Role of Executive Functions

Perpetration and Victimization in Offline and Cyber Contexts: A Variable- and Person-Oriented Examination of Associations and Differences Regarding Domain-Specific Self-Esteem and School Adjustment

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