Bullying Victimization, College Adjustment, and the Role of Coping

Jantzer, Amanda M.; Cashel, Mary Louise

doi:10.1353/csd.2017.0020

Cited by 14 publications

(9 citation statements)

References 13 publications

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“…The results of the researches that indicate existence of the phenomenon in higher education, often point out not only various negative psychosocial outcomes to participants of bullying process. Alongside the phenomena such as use of alcohol or drugs, suicidal ideation, panic attacks, stress and others (Birks et al, 2018;Cao, Wei and Cai, 2017;Jantzer and Cashel, 2017;Rospenda et al, 2014;etc. ) a decision of the students who suffered bullying to leave higher education institution is also pointed out (Cornell et al, 2013).…”

Section: Review Of the Scientific Literaturementioning

confidence: 99%

Harassment and Bullying among Students in Higher Education Institutions: Manifestation of Single Cases of Harassment and Bullying in Aspects of Demographic Variables

Vveinhardt¹,

Fominienė²,

Andriukaitienė³

et al. 2019

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The research goal -to analyse manifestations of single cases of harassment and bullying in students' inter-relationship and to compare them in aspects of socio-demographic variables. 623 students studying at Lithuanian higher education institutions were questioned. We determined a dependence of harassment and bullying on respondents' age: they were experienced more often by 18-30 year-old students, whereas older students' complaints were less. Older students more often requested for active policy of higher education institutions in preventing negative relations. Women showed more initiative in seeking for help, unlike men, experience of negative relations of which was higher in the past. Harassment and bullying were more experienced by the students studying at higher education colleges, unlike those studying at universities. The research results are significant in striving for better perception of impact of harassment and bullying at higher education institutions on demographic variables and negative inter-personal relationship experienced at school age. This knowledge is necessary for higher education institutions preparing and developing a prevention of harassment and bullying.

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Section: Review Of the Scientific Literaturementioning

confidence: 99%

Harassment and Bullying among Students in Higher Education Institutions: Manifestation of Single Cases of Harassment and Bullying in Aspects of Demographic Variables

Vveinhardt¹,

Fominienė²,

Andriukaitienė³

et al. 2019

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“…Suresh and Tipandjan (2012) found that students who mentioned having been victims of cyberbullying during primary education displayed academic, interpersonal and self-esteem problems during higher education, while the university students who had suffered from cyberbullying during secondary education and those who had been victims during both earlier educational periods (primary and secondary education) presented interpersonal, family and low self-esteem problems in the university. Along these lines, Jantzer and Cashel (2017) showed that having been a victim of cyberbullying during the secondary education period may predict a poorer social and personal-emotional adjustment to the university. But there are currently few studies analyzing whether or not this adaptation to the university acts as a predictor variable to being a victim or aggressor of cyberbullying.…”

Section: Introductionmentioning

confidence: 99%

Cyberbullying in the University Setting. Relationship With Emotional Problems and Adaptation to the University

et al. 2020

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Little scientific attention has been paid to the problem of cyberbullying in the university environment, compared to similar studies conducted on adolescents. This study attempts to analyze the predictive capacity of certain emotional problems (anxiety, depression, and stress) and university adaptation with respect to cyberbullying in victims and aggressors. The European Cyberbullying Intervention Project Questionnaire, the Depression Anxiety Stress Scale-21 and the Student Adaptation to College Questionnaire were administered to a sample of 1282 university students (46.33% male) aged between 18 and 46. The results suggest that high levels of depression and stress increase the probability of being a cyberbullying victim, while high levels of depression increase the probability of being a cyberbullying aggressor. Similarly, the personal-emotional and social adaptation of students are found to be predictor variables of being a cyberbullying victim, in that high levels of personal-emotional and social adaptation decrease the probability of being a victim, while high levels of personalemotional, academic and institutional adaptation decrease the probability of being a cyberbullying victim. The results of this study are of special relevance, since they indicate that intervention programs should consider the influence of emotional intelligence, as well as the relevance students' adaptation to university.

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“…Although this approach has been used in prior studies, it is unclear to what degree college students are accurate in their reports of past bullying victimization. 71 It is also notable that current peer victimization was not assessed. Bullying victimization in college and university settings can also have detrimental impact and it is conceivable that some portion of the sample would report current peer victimization either within or outside the university environment.…”

Section: Discussionmentioning

confidence: 99%

Peer victimization and relationships to approach and avoidance coping to health and health behaviors

Darabos

Mazza

Somers

et al. 2021

Behavioral Medicine

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Peer victimization during high school is a common experience associated with engagement in risky health behaviors and elevated depressive symptoms. Mechanisms linking peer victimization to health outcomes remain inadequately understood. in the current study, latent class analysis was used to identify latent subclasses of college students who display similar patterns of responses to frequent peer victimization experiences during high school. We also examined moderating and mediating effects of coping (approach/avoidance) on relationships between victimization class and health outcomes (i.e., binge drinking, current smoking, depressive symptoms). college students completed questionnaire measures of peer victimization, approach and avoidance coping, binge drinking, smoking, and depressive symptoms. Four distinct patterns of peer victimization were identified among college students (low, high, Moderate, and social/Verbal). Moderation models revealed significant interactions of moderate victimization x approach coping on depressive symptoms and high victimization x avoidance coping on binge drinking. Mediation models revealed a significant indirect effect of avoidance coping on depressive symptoms for those in the high victimization class. Findings provide a greater understanding of the complex patterns of peer victimization. coping efforts among varying peer victimization classes had different relationships with health outcomes during the college years. interventions aimed at reducing health-risk and depressive symptoms among college student might benefit from increased attention to high school victimization experiences and current coping processes.

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Bullying Victimization, College Adjustment, and the Role of Coping

Cited by 14 publications

References 13 publications

Harassment and Bullying among Students in Higher Education Institutions: Manifestation of Single Cases of Harassment and Bullying in Aspects of Demographic Variables

Harassment and Bullying among Students in Higher Education Institutions: Manifestation of Single Cases of Harassment and Bullying in Aspects of Demographic Variables

Cyberbullying in the University Setting. Relationship With Emotional Problems and Adaptation to the University

Peer victimization and relationships to approach and avoidance coping to health and health behaviors

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