Risk Factors for Peer Victimization among Middle and High School Students

Vidourek, Rebecca A.; King, Keith A.

doi:10.3390/children6010011

Cited by 10 publications

(6 citation statements)

References 29 publications

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“…The correlation between peer attachment and perceived school climate in this study was particularly neglectable (r = .007). It is in opposite with several similar previous studies (Acosta, Chinman, Ebener, Malone, Phillips & Wilks, 2019;Vidourek & King, 2019). Greater peer attachment among the students is supposed to be resulted from the positive evaluation of their school climate and in return, it indicates a succesful transmission of values from the school to the students.…”

Section: Discussioncontrasting

confidence: 85%

Do peer attachment, perceived school climate, and parental involvement influence self-awareness in students?

Rachmah

Putri

Rizkika

et al. 2022

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This study was aimed at investigating the effect of peer attachment, parental involvement, and perceived school climate on self-awareness in junior high school students in East Martapura, South Kalimantan Province, Indonesia. The quantitative research method through product moment correlation and multiple linear regression analysis was applied in this study. The sample of the research was the total population of a junior school in East Martapura with significant number of dropout cases. The subject of this study consisted of male and female students in the age of 11 to 17 years old with a family background of traders and farmers as well as a Malay-bajar Islamic culture. The results of the study showed that there was a significant correlation between peer attachment and parental involvement. In contrast, there was no correlation between both factors and perceived school climate. Furthermore, it was also found that there was a significant positive effect of peer attachment, parental involvement, and perceived school climate on students' self-awareness. The results of this study indicated that to foster students’ self-awareness, schools need to establish communication with parents, create a comfortable and effective school climate for teaching and learning processes, as well as facilitate the students to develop peer attachment through extracurricular activities. In addition, schools may also take actions to implement field-based learning and provide career counseling for students to broaden their insights of alternative self-development besides trading and farming.

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Section: Discussioncontrasting

confidence: 85%

Do peer attachment, perceived school climate, and parental involvement influence self-awareness in students?

Rachmah

Putri

Rizkika

et al. 2022

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“…Exposure to bullying and violence at school takes place at all student ages and has detrimental effects on students' psychosocial development and behavioral health (Chen & Chen, 2020;Chen & Wei, 2011Cho, 2019;McDougall & Vaillancourt, 2015;Moore et al, 2017;Reijntjes, Kamphuis, Prinzie, & Telch, 2010;Ttofi, Bowes, Farrington, & Lösel, 2014;Ttofi, Farrington, Losel, Crago, & Theodorakis, 2016). In past decades, a substantial body of research has been conducted to identify various factors increasing students' likelihood of being exposed to school violence and bullying (i.e., risk factors for school bullying victimization) (Chen & Astor, 2010;Chen, Wu, Chang, & Wei 2020a;Chen, Wu, & Wei, 2020b;Hong et al, 2016;Schreck, Miller, & Gibson, 2016;Vidourek & King, 2019;Wei, Chang, & Chen, 2016;Wynne & Joo, 2011). These studies have provided rich information to school practitioners and policy makers to design intervention programs and strategies to reduce students' likelihood of being victimized, through eliminating the identified risk factors or effects (Chen & Chen, 2018;Gaffney, Ttofi, & Farrington, 2019;Zych, Ortega-Ruiz, & Del Rey, 2015a, b).…”

Section: Introductionmentioning

confidence: 99%

Family Climate, Social Relationships With Peers and Teachers at School, and School Bullying Victimization Among Third Grade Students in Elementary Schools in Taiwan

Chen

Wang

Chen

et al. 2021

School Mental Health

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While there is a strong assumption of a direct link between family climate and school bullying victimization, studies on such a direct link have shown inconsistent results. Furthermore, family climate and children's social relationships with teachers and peers at school have been considered potential protective factors against school bullying victimization among adolescents. However, not much is known about how these factors function as protectors against school bullying victimization among children early in middle childhood. Studies examining how these protective factors work together to reduce school bullying victimization are also lacking. This paper attempts to fill the gap by studying how children's social relationships with peers and teachers at school mediate the association of family climate with school bullying victimization among children in the early period of their middle childhood in Taiwan. It also examines how sex influences the mediating effects and interrelationships among family climate, children's school social relationships at school, and school bullying victimization. Data were obtained from a nationally representative sample of 1230 third graders (about 8 years old) in Taiwan. The results showed that family climate had a nonsignificant direct link with school bullying victimization, but a significant indirect link with school bullying victimization mediated through relationships with peers and teachers. These findings are relevant for both sexes. Findings provide empirical support that family climate has an indirect link with school bullying victimization through relationships with teachers and peers. The study indicated that to reduce school bullying victimization among those who are early in middle childhood, potential intervention programs may consider promoting students' relationships with teachers and peers.

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“…The current research also revealed that positive mental health and resilience was significantly associated with a reduced risk of suicidality and self-harm in both types of bullying victims, and this was corroborated by the previous studies, 16 perhaps because adolescents tend to spend more time with friends and increasingly rely on support from friends at this age. 42 Moreover, although previous meta-analyses 22,43 reported mixed results, this study found that adequate sleep (8-12 hours/day) was positively related with the reduced risk of suicidality and self-harm in bullying victims. One possible explanation is that insufficient sleep may play a role in impairing social connectedness and may subsequently increase depression in an individual and may lead to suicidality and self-harm.…”

Section: Discussionmentioning

confidence: 52%

“…16,39 Interestingly, the results did not find any significant association of school connectedness with suicidality and/or self-harm in any bullying victim groups, although a recent study conducted in the US reported that low school connectedness are a potential risk factor for bullying victimization. 42,44 Although the current study utilized a nationwide survey, providing converging evidence for risk and protective factors of suicidality and self-harm in bullying victims (traditional and cyber), the study has some limitations. This cross-sectional data was restricted to 2125 children aged between 14-to 17year-olds, and data were collected in the year between 2013-14; thus, caution should be exercised before generalizing these results in later years to other age groups (e.g., adults) and for the entire country of Australia.…”

Section: Discussionmentioning

confidence: 99%

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Evaluating Risk and Protective Factors for Suicidality and Self-Harm in Australian Adolescents With Traditional Bullying and Cyberbullying Victimizations

et al. 2021

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Purpose: To identify and compare important risk and protective factors associated with suicidality and self-harm among traditional bullying and cyberbullying victims aged 14-17-years in Australia. Design: Cross-sectional population-based study. Setting: Young Minds Matter, a nationwide survey in Australia. Subjects: Adolescents aged 14-17-years (n = 2125). Measures: Suicidality and self-harm were outcome variables, and explanatory variables included sociodemographic factors (age, gender, country of birth, household income, location, family type), risk factors (parental distress, family functioning, family history of substance use, child substance use, mental disorder, psychosis, eating disorders, sexual activity) and protective factors (high self-esteem, positive mental health or resilience, school connectedness, sleep) among 2 types of bullying victims—traditional and cyber. Traditional bullying includes physical (hit, kick, push) or verbal (tease, rumors, threat, ignorance), and cyberbullying includes teasing messages/pictures via email, social medial using the internet and/or mobile phones. Analysis: Bivariate analysis and binary logistic regression models. Statistical metrics include Hosmer-Lemeshow Goodness-of-Fit-test, VIF test, Linktest and ROC curve for model performance and fitness. Results: Overall, 25.6% of adolescents were traditional bullying victims and 12% were cyberbullying victims. The percentages of suicidality (34.4% vs 21.6%) and self-harm (32.8% vs 22.3%) were higher in cyberbullying victims than in traditional bullying victims. Girls were more often bullied and likely to experience suicidal and self-harming behavior than boys. Parental distress, mental disorder and psychosis were found to be significantly associated with the increase risk for self-harm and suicidality among both bullying victims (p < 0.05). While, eating disorder and sexual activity increased the risk of suicidality in traditional bullying victims and self-harm in cyberbullying victims, respectively. Positive mental health/resilience and adequate sleep were found be significantly associated with decreased suicidality and self-harm in both bullying victims. Conclusion: Suicidality and self-harm were common in bullying victims. The findings highlight that the risk and protective factors associated with suicidality and self-harm among adolescent who experienced traditional and cyberbullying victimization should be considered for the promotion of effective self-harm and suicide prevention and intervention programs.

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Risk Factors for Peer Victimization among Middle and High School Students

Cited by 10 publications

References 29 publications

Do peer attachment, perceived school climate, and parental involvement influence self-awareness in students?

Do peer attachment, perceived school climate, and parental involvement influence self-awareness in students?

Family Climate, Social Relationships With Peers and Teachers at School, and School Bullying Victimization Among Third Grade Students in Elementary Schools in Taiwan

Evaluating Risk and Protective Factors for Suicidality and Self-Harm in Australian Adolescents With Traditional Bullying and Cyberbullying Victimizations

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