Connections between bullying victimization and satisfaction/frustration of adolescents' basic psychological needs

Santurio, José Ignacio Menéndez; Fernández-Río, Javier; Estrada, José Antonio Cecchini; González-Víllora, Sixto

doi:10.1016/j.psicoe.2019.11.002

Cited by 14 publications

(10 citation statements)

References 36 publications

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“…In the current study, cyberbullying victimization, as a non-supportive and even harmful social context factor, may frustrate adolescents’ basic psychological needs. It was also consistent with a previous study that found that adolescents who were bullied offline were more likely to show lower satisfaction with basic psychological needs (Santurio et al, 2020). One possible explanation is that cyberbullying victims tend to perceive less social support (Ho et al, 2020), which is related to basic psychological needs frustration (Jin & Wang, 2019).…”

Section: Discussionsupporting

confidence: 92%

“…Research on the connection between cyberbullying victimization and basic psychological needs is scarce. One recent study has shown that traditional bullying victimization is negatively associated with basic psychological needs satisfaction, and positively predicts their frustration (Santurio et al, 2020). Given the stronger harmful adverse of cyberbullying than traditional bullying (Carter & Wilson, 2015), cyberbullying victimization may be related to basic psychological needs frustration.…”

Section: Introductionmentioning

confidence: 99%

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Relationship between Cyberbullying Victimization and Non-suicidal Self-Injury: Roles of Basic Psychological Needs Satisfaction and Self-Compassion

Geng

Wang

et al. 2022

Social Science Computer Review

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Non-suicidal self-injury has been increasingly acknowledged as a health problem. However, the association of cyberbullying victimization with non-suicidal self-injury and the mechanisms connecting this link have not been sufficiently studied. Therefore, the current study aimed to test the link between cyberbullying victimization and non-suicidal self-injury and to explore the mediating roles of basic psychological needs satisfaction and the moderating role of self-compassion in this relation. A sample of 1007 senior high students participated in the current study and completed multiple questionnaires on cyberbullying victimization, basic psychological needs satisfaction, non-suicidal self-injury, and self-compassion. The bivariate correlations between variables, mediation model, and moderated mediation model were tested by correlation analysis and Model 4 and Model 8 of the PROCESS macro, respectively. The results indicated that cyberbullying victimization was significantly and positively associated with non-suicidal self-injury. Autonomy needs satisfaction mediated the relationship between cyberbullying victimization and non-suicidal self-injury. The direct effect of cyberbullying victimization on non-suicidal self-injury was alleviated by strong self-compassion. Besides, self-compassion strengthened the direct relation between cyberbullying victimization and basic psychological needs and further strengthened the indirect association of cyberbullying victimization with non-suicidal self-injury. Our study highlights the potential mechanisms underlining the relationship between cyberbullying victimization and non-suicidal self-injury, and it has important theoretical and practical implications for adolescent non-suicidal self-injury.

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Relationship between Cyberbullying Victimization and Non-suicidal Self-Injury: Roles of Basic Psychological Needs Satisfaction and Self-Compassion

Geng

Wang

et al. 2022

Social Science Computer Review

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“…As to the fourth hypothesis (further specific cross-contextual influences are possible), only a significant path from BPNs in home relationships to bullying behaviours at school was proven, showing that accumulated family conflicts combined with frustrated psychological needs at home may lead to aggressive behaviour at school (Kader & Roman, 2018;Menéndez Santurio et al, 2020). The fact that BPNs at home could not directly predict school victimisation denotes that in this particular case, the influence of the family fades out due to the role of BPNs at school (cf.…”

Section: Discussionmentioning

confidence: 99%

“…While focusing on the relationships between BPNs and bullying, BPNT predicts that engaging in bullying is connected to thwarted relationships and frustrated BPNs (Legate et al, 2013). Thus, forms of aggression, bullying, stigmatisation, rejection and victimisation may constitute antecedents as well as consequences of thwarted BPNs (Menéndez Santurio et al, 2020;Ryan & Deci, 2017). That is, human psychological needs are not only experiential nutrients for growth, wellness and integrity, but they also involve dynamic and striving functions, significantly affecting behaviour (Chen et al, 2015).…”

mentioning

confidence: 99%

The role of basic psychological needs in bullying victimisation in the family and at school

Varsamis

Halios²,

Katsanis

et al. 2022

Journal of Psychologists and Counsellors in Schools

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Bullying continuously attracts the interest of school communities, government policy makers and researchers. The present study enquires into the role of basic psychological needs in perpetrating and victimisation behaviour of children and youth in the social contexts of school and family in a cross-sectional research design. Specifically, this study focuses on the direct effects that basic psychological needs might have on bullying behaviour and bullying victimisation. It was found that basic psychological needs, forged in the relationships with family and school members, could predict bullying victimisation in each social context. Bullying perpetrations could be predicted only by bullying victimisation stemming from each social context, whereas bullying behaviours in school could also be directly predicted by the basic psychological needs developed in the family. Furthermore, path models verified the multiple influences of family functioning on school relationships. Findings of the present study may contribute to designing effective school interventions and to reforming antibullying guidelines for teachers and parents with respect to the basic psychological needs of the children or adolescents who have been victimised.

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“…A limited number of studies have examined this connection between belonging (as an element of basic needs) and cyberbullying perpetration. Mainly, studies have focused on the need to belong in the context of offline bullying and victimization (e.g., Hein et al, 2015 ; Lam et al, 2015 ; Menéndez Santurio et al, 2020 ), satisfaction of basic needs in general and not testing belonging specifically (e.g., Varsamis et al, 2021 ), or—more extensively—in the workplace (e.g., Trépanier et al, 2013 ). Hein et al (2015) examined in their study in Estonia how controlling behavior by (physical education) teachers prevents the needs satisfaction of adolescent students’ basic needs (according to the self-determination theory [SDT] by Ryan and Deci, 2000 : autonomy, competence and relatedness) and found that the influence of selected dimensions of controlling behavior on offline bullying was mediated by need thwarting, i.e., more controlling teacher behavior increased need thwarting which in turn was related to increased levels of offline bullying behavior by the respective students.…”

Section: Theorymentioning

confidence: 99%

Can Acting Out Online Improve Adolescents’ Well-Being During Contact Restrictions? A First Insight Into the Dysfunctional Role of Cyberbullying and the Need to Belong in Well-Being During COVID-19 Pandemic-Related Contact Restrictions

2022

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Connecting with peers online to overcome social isolation has become particularly important during the pandemic-related school closures across many countries. In the context of contact restrictions, feelings of isolation and loneliness are more prevalent and the regulation of these negative emotions to maintain a positive well-being challenges adolescents. This is especially the case for those individuals who might have a high need to belong and difficulties in emotional competences. The difficult social situation during contact restrictions, more time for online communication and maladaptive emotion regulation might lead to aggressive communication patterns in the form of cyberbullying perpetration. In an online study with N = 205 adolescents aged 14–19 (M = 15.83, SD = 1.44; 57% girls), we assessed the frequency of online and offline contacts, need to belong, emotion regulation problems, feelings of loneliness, and cyberbullying perpetration as predictors of adolescents’ well-being. In particular, we explored whether cyberbullying perpetration might function as a maladaptive strategy to deal with feelings of loneliness and therefore predicts well-being. This effect was expected to be stronger for those with a higher need to belong and with higher emotion regulation problems. Results of a hierarchical regression analysis revealed that well-being was significantly predicted by less emotion regulation difficulties, less feeling isolated and more cyberbullying perpetration. We also tested whether the need to belong or emotion regulation problems moderated the association between cyberbullying and well-being. While the results for emotion regulation problems were not significant, the moderation effect for the need to belong was significant: For students with a high need to belong, well-being was more strongly related to cyberbullying perpetration than for students with a medium need to belong. For students with a low need to belong, cyberbullying was not significantly associated with well-being. That cyberbullying perpetration predicted well-being positively is rather surprising in the light of previous research showing negative psychosocial outcomes also for cyberbullying perpetrators. The moderation analysis provides a hint at underlying processes: In times of distance learning and contact restrictions, cyberbullying may be a way of coming into contact with others and to regulate loneliness maladaptively.

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Connections between bullying victimization and satisfaction/frustration of adolescents' basic psychological needs

Cited by 14 publications

References 36 publications

Relationship between Cyberbullying Victimization and Non-suicidal Self-Injury: Roles of Basic Psychological Needs Satisfaction and Self-Compassion

Relationship between Cyberbullying Victimization and Non-suicidal Self-Injury: Roles of Basic Psychological Needs Satisfaction and Self-Compassion

The role of basic psychological needs in bullying victimisation in the family and at school

Can Acting Out Online Improve Adolescents’ Well-Being During Contact Restrictions? A First Insight Into the Dysfunctional Role of Cyberbullying and the Need to Belong in Well-Being During COVID-19 Pandemic-Related Contact Restrictions

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