Empirical Research on the Relationship between Family Economic, Social and Cultural Status and Students’ Exposure to School Bullying: Mediating Effects of Parental Support and Teacher Support

Influences of Teachers, Students and School Climate on Bullying Victimization: Evidence from China

“…Applying PISA 2018 China data and utilizing binary logit regression analyses, this study has added to the empirical experience by investigating the relationship between multiple intervention factors and bullying victimization involving teachers, students, and school climate in the Chinese context. From the perspective of student characteristics, male adolescents, grade repeaters (regardless of their gender), younger students, and low-income students/students from disadvantaged families are more likely to be bullied and victimized, as has been reported in a variety of Chinese literature (e.g., Ba et al, 2019;Huang & Zhao, 2019;Li et al, 2020;Lian et al, 2021;Yu & Zhao, 2021). In this sense, top priority needs to be given to the above types of students when intervention measures are introduced locally or nationwide.…”

“…Furlong and Chung (1995) early indicated in their empirical research that those nonvictims are almost twice as likely as bullying victims to report the presence of a teacher to whom they can express their problems and pour out their feelings; other studies (e.g., Baik et al, 2019;Colarossi & Eccles, 2003;Mazzer & Rickwood, 2015) then emphasized the close relationship between teacher influences and students' well-being, which could further determine students' sense of security, problem behavior and victimization experience (Berkowitz & Benbenishty, 2012;McNeely & Falci, 2004). Besides, through analyzing the index of informational support, Huang and Zhao (2019) implied that teacher support could slightly mitigate bullying exposure, but they did not discuss the remaining three categories. Hence in this study, all four types of teacher support will be examined in relation to bullying victimization in China.…”

“…As for the factors predicting bullying victimization, teachers, students and school climate are generally regarded as three major components for assessing an engaging or a horrifying learning experience (e.g., Ahnert et al, 2012;Maxwell et al, 2017). Among them, teacher support (Flaspohler et al, 2009;Huang & Zhao, 2019), a fundamental need to belong (Underwood & Ehrenreich, 2014), a socially cooperative environment ( Van Ryzin & Roseth, 2018a), and benign competition in one's immediate settings (Volk et al, 2015) have been respectively evidenced in previous bullying literature. Derived from classroom settings, management style or disciplinary climate is more associated with students' academic achievement (Sortkaer & Reimer, 2018), but seldom mentioned to be directly linked to school bullying.…”

Teacher Support, Reading Strategy and Reading Literacy: A Two-Level Mediation Model

“…They found that school bullying does not significantly differ between urban and rural schools. The variable Urban-Rural (UR) is not significant for students who often suffer from school bullying Huang et al, 2018). However, these two studies did not estimate the effect of UR variable on students' suffering from different types of school bullying.…”

A relação entre o contexto familiar e o envolvimento com bullying escolar

“…Comunicação: Fatores de risco -falhas ou má comunicação fator de risco, seja para agressor (Mello et al, 2017;Costa et al, 2015;Oliveira et al, 2018b), vítimas ou vítimas-agressores (Oliveira et al, 2018b;Oliveira et al, 2019); Fatores protetivos -Boa comunicação (Oliveira et al, 2018b), valores familiares, proteção à prática de bullying Ackerman et al, 2018); Suporte parental: Fatores de risco -menor suporte parental alto risco de bullying (Šmigelskas et al, 2018); Fatores protetivos -maior suporte parental menor probabilidade de ser vítima de bullying (Ates & Tunc, 2018;Hong et al, 2016;Mello et al, 2016;Harmelen et al, 2016;Zhao & Chang, 2019;Huang & Decheng, 2019); Conflitos intrafamiliares: Fatores de risco -conflitos intrafamiliares e atenção insuficiente dos pais relacionam-se ao envolvimento com bullying (Costa et al, 2015) e aumenta a probabilidade de ser agressor (Zaragoza et al, 2015); Fatores protetivo -a boa convivência (Zaragoza et al, 2015); Qualidade dos relacionamentos: Fatores de riscodificuldades nas relações familiares aumenta risco de envolvimento (Moratto et al, 2017) ou prática de bullying (Ackerman et al, 2018;Adegboyega et al, 2017); Sentimentos de desamparo, baixa participação dos pais na vida dos filhos, poucas demonstrações de afeto, carência de apoio e de estímulo à autonomia associados a vítimas e agressores de bullying (Oliveira et al, 2019); baixa qualidade do relacionamento pais-filhos aumenta chances de vitimização (Kaufman et al, 2019); disfuncionalidade familiar associado ao envolvimento com bullying (Giraldo et al, 2016); Fatores protetivos -boa qualidade dos relacionamentos com os pais desenvolvem respostas empáticas que podem inibir o envolvimento enquanto agressor (Jiménez & Estévez, 2017).…”