Peer victimization’s impact on adolescent school belonging, truancy, and life satisfaction: A cross-cohort international comparison

Chen, I-Hua; Gamble, Jeffrey Hugh; Lin, Chung‐Ying

doi:10.1007/s12144-021-01536-7

Cited by 20 publications

(9 citation statements)

References 62 publications

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“…First, because new middle school students have just entered adolescence and experienced the transition from elementary school to middle school, changes in academic difficulty, school environment and peer interpersonal relationships have occurred (Liu, 2022). For example, the pressure of learning increases after entering junior high school, learning becomes a burden and junior high school students are divided in terms of achievement (Wang et al, 2008;Wang et al, 2016), bullying incidents increase among middle school students in grades 7 and 8 (Chen et al, 2023;Nansel et al, 2001;Zhang, 2020), social insecurity, uncertainty and other factors increase (Andersen & Teicher, 2008;Bisegger et al, 2005), which can directly or indirectly affect LS changes. Second, due to increasing age, junior high school students' self-awareness gradually develops (Yin, 2019), and the combined forces of parental expectations for further education and parent-child conflict begin to intensify (Hao & Lei, 2007); with the change in self-perception, their assessment of LS may also be changing (Mogilner et al, 2011;Murre et al, 2013;Tamnes et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

Life satisfaction trajectories among junior high school students in China: The role of parent–child communication

Wang,

Luo,

Zhao

2023

Infant and Child Development

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A 3‐year follow‐up test (from grades 7 to 9) was administered to 807 junior high school students from two regions in Hunan Province, China, using multilevel analysis to examine trends in junior high school students' life satisfaction, differences by gender and location of life and the effects of father–child/mother–child communication on the development of life satisfaction. The results showed that (1) Chinese junior high school students' life satisfaction showed a decreasing trend from the seventh grade to the ninth grade, and there was a significant decreasing process in the eighth grade; (2) father–child communication and mother–child communication had a significant positive predictive effect on Chinese junior high school students' life satisfaction and (3) father–child communication and mother–child communication had a significant negative predictive effect on the decreasing trend of life satisfaction, in which the effect of mother–child communication was particularly significant.

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Section: Discussionmentioning

confidence: 99%

Life satisfaction trajectories among junior high school students in China: The role of parent–child communication

Wang,

Luo,

Zhao

2023

Infant and Child Development

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“…Bullying victimisation driven by cultural conflicts may not be entirely addressed by anti-bullying policies. For example, in the United States, even with more than 120 bills related to bullying passed between 1999 and 2010 (Hatzenbuehler et al ., 2015), although short decline for disease burden of both anxiety disorders and major depressive disorder was observed around 2012, the increase in bullying starting around 2016 may be influenced by a variety of factors, such as increasing diversity of students in terms of race and sexual orientation and the reluctance of schools in taking responsibility for anti-bullying policy implementation (Chen et al ., 2021).…”

Section: Discussionmentioning

confidence: 99%

Global trends and regional differences in the burden of anxiety disorders and major depressive disorder attributed to bullying victimisation in 204 countries and territories, 1999–2019: an analysis of the Global Burden of Disease Study

Hong

Liu

Gao

et al. 2022

Epidemiol Psychiatr Sci

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Aim This study aimed to analyse the temporal and spatial trends in the burden of anxiety disorders and major depressive disorder related to bullying victimisation on global, regional and country scales. Methods Data were from the 2019 Global Burden of Disease (GBD) Study. We assessed the global disability-adjusted life years (DALYs, per 100 000 population) of anxiety disorders and major depressive disorder attributable to bullying victimisation by age, sex and geographical location. The percentage changes in age-standardised rates of DALYs were used to quantify temporal trends, and the annual rate changes across 204 countries and territories were used to present spatial trends. Furthermore, we examined the relationship between the sociodemographic index (SDI) and the burden of anxiety disorders as well as major depressive disorder attributable to bullying victimisation and its spatial and temporal characteristics globally. Results From 1990 to 2019, the global DALY rates of anxiety disorders and major depressive disorder attributable to bullying victimisation increased by 23.31 and 26.60%, respectively, with 27.27 and 29.07% for females and 18.88 and 23.84% for males. Across the 21 GBD regions, the highest age-standardised rates of bullying victimisation-related DALYs for anxiety disorders were in North Africa and the Middle East and for major depressive disorder in High-income North America. From 1990 to 2019, the region with the largest percentage increase in the rates of DALYs was High-income North America (54.66% for anxiety disorders and 105.88% for major depressive disorder), whereas the region with the slowest growth rate or largest percentage decline was East Asia (1.71% for anxiety disorders and −25.37% for major depressive disorder). In terms of SDI, this study found overall upward trends of bullying-related mental disorders in areas regardless of the SDI levels, although there were temporary downward trends in some stages of certain areas. Conclusions The number and rates of DALYs of anxiety disorders and major depressive disorder attributable to bullying victimisation increased from 1990 to 2019. Effective strategies to eliminate bullying victimisation in children and adolescents are needed to reduce the burden of anxiety disorders and major depressive disorder. Considering the large variations in the burden by SDI and geographic location, future protective actions should be developed based on the specific cultural contexts, development status and regional characteristics of each country.

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“…In a preadolescent's sample, Arslan (2021) find that students with higher levels of sense of belonging had higher school achievement and reported lower school bullying. Also, Chen et al (2021) evidenced the protective role of the sense of belongingness to school in the relationship between peer victimization, school truancy and life satisfaction, in an international sample of adolescents from Western and East Asian Countries. Montero-Carretero et al (2021) indicate that bullying can be reduced through physical education programs centered on self-determination, autonomy, cooperation and reflection on the anguish that someone may experience in the schoolyard when he or she feels cornered or on whether individual differences justify harassing someone.…”

Section: Factors Associated With Bullying In Schoolmentioning

confidence: 94%

Socio-Educational Correlates of Bullying in the School Context

Butnaru

2021

PSS

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Bullying is an increasingly common problem in schools, associated with negative educational outcomes for both bullies and victims. This study explored the socio-educational family and school variables related to bullying, victimization and positive behavior, such as age, gender, separation from parents, school results, and truancy. In this study 311 students (50.8% boys) have participated, they were aged between 6 and 16 years (M = 11.01, SD = 1.71), enrolled in primary school (47.3%) and in secondary school (52.7%), all were from urban areas. 43.8% of respondents were separated from one or both parents due to divorce (17.4%), parental death (6.1%), migration (20%) or abandonment (0.3%). Bullying, victimization and positive behavior were measured with one standardized scale; the data about school results and attendance of the students was collected from the school registers; family information was self-reported by participants. Because Cronbach’s Alpha for the positive behavior scale was 0.57, lower that 0.7, this scale was not considered for further data analysis. Empirical data for the study was collected before the outbreak of the COVID-19 pandemic. The Mann-Whitney U test showed significant age differences: secondary school students scored higher in aggression than primary school students. We also found significant gender differences in bullying behavior: boys’ reported higher level of aggression. The Independent Sample Student’s t-test indicated gender differences in school results: the boys obtained lower school results in Language and Mathematics than the girls. Separation from one or both parents did not lead to significant differences in bullying behavior, but pupils separated from their parents had fewer school absences than their colleagues not separated from their parents. Pearson’s correlation indicated that students with higher bullying scores, also scored higher on victimization and had higher number of school absences, but had scored lower grades in Language and Mathematics. One-way ANOVA indicated that victimization was influenced by age and bullying was influenced by gender. Also, one-way ANOVA indicated an effect of bullying on school results. Two-way ANOVA showed an interaction effect between gender and separation from parents on bullying. When living with both parents, boys had higher bullying scores, but under separation condition, the boys scored slightly lower than girls. The implications of the results for education and counseling are discussed.

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Peer victimization’s impact on adolescent school belonging, truancy, and life satisfaction: A cross-cohort international comparison

Cited by 20 publications

References 62 publications

Life satisfaction trajectories among junior high school students in China: The role of parent–child communication

Life satisfaction trajectories among junior high school students in China: The role of parent–child communication

Global trends and regional differences in the burden of anxiety disorders and major depressive disorder attributed to bullying victimisation in 204 countries and territories, 1999–2019: an analysis of the Global Burden of Disease Study

Socio-Educational Correlates of Bullying in the School Context

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