School-wide social emotional learning (SEL) and bullying victimization: Moderating role of school climate in elementary, middle, and high schools

Yang, Chunyan; Chan, Meiki; Ma, Ting‐Lan

doi:10.1016/j.jsp.2020.08.002

Cited by 63 publications

(49 citation statements)

References 103 publications

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“…The results of this study are also consistent with previous studies. For example, Yang et al found that the positive association between social awareness and bullying victimization and the negative association between self-management and bullying victimization were both mitigated in schools with more positive school climate [ 45 ]. All these show that positive school climate is of great significance to the development of adolescents.…”

Section: Discussionmentioning

confidence: 99%

Parental Warmth, Gratitude, and Prosocial Behavior among Chinese Adolescents: The Moderating Effect of School Climate

Luo

Liu

et al. 2021

IJERPH

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Parental warmth plays an important role in the development of adolescents’ physical and mental health. There are numerous empirical studies indicating a relationship between parental warmth and prosocial behavior among adolescents, although the underlying mechanisms of this association remain unclear. Adopting a longitudinal design across two time points, the present study proposes a moderated mediation model to explore the mediating role of gratitude and the moderating role of the school climate between parental warmth and prosocial behavior. The sample consisted of 943 participants (483 boys and 451 girls) who participated in the second assessment and completed questionnaires assessing gratitude, school climate, and prosocial behavior in April 2019. Their parents participated in the first assessment and completed a questionnaire pertaining to parental warmth in October 2018. After controlling for the gender and age of the adolescents, the results showed that the positive association between parental warmth and prosocial behavior is mediated by gratitude, and school climate does play a moderating role in the second half of the mediating path. Specifically, the school climate can play a protective role in adolescents with low levels of gratitude. For adolescents with less gratitude, a strong school climate can promote more prosocial behaviors and can effectively alleviate the negative prediction of low levels of gratitude. This study provides a theoretical explanation for the generation of adolescents’ prosocial behavior and provides theoretical guidance for the interventions of schools and parents.

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Section: Discussionmentioning

confidence: 99%

Parental Warmth, Gratitude, and Prosocial Behavior among Chinese Adolescents: The Moderating Effect of School Climate

Luo

Liu

et al. 2021

IJERPH

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“…The majority of such studies have been carried out based on an understanding of socio-emotional competencies as a unidimensional construct. Embracing a multidimensional understanding of socio-emotional competencies, Yang et al note that social awareness is positively associated with bullying victimization, while self-management and relationship skills showed a negative association with said victimization, and responsible decision-making had no significant associations [ 44 ]. With respect to cyberbullying, research results are inconsistent [ 45 ].…”

Section: Introductionmentioning

confidence: 99%

Relationship between Socio-Emotional Competencies and the Overlap of Bullying and Cyberbullying Behaviors in Primary School Students

Rodríguez-Álvarez

Jiménez

Navarro

et al. 2021

EJIHPE

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Digital life forms part of daily reality for young people. For this reason, traditional bullying in school has been reproduced in the online environment, resulting in an overlap of off- and online bullying. Research on socio-emotional competencies and bullying is revealing interesting results among students in secondary schools. However, studies involving primary school students are much scarcer. In addition, the majority of studies have been carried out based on an understanding of socio-emotional competencies as a unidimensional construct. In the present study, we examined the overlap between off- and online bullying victimization and the influence of the factors comprising socio-emotional competencies on this overlap. Participants comprised 1130 students (49.7% were boys and 50.3% were girls) from the fifth and sixth grades at 15 schools in the autonomous communities of Madrid and Castilla-La Mancha (Spain). The results indicate a high rate of overlap between off- and online bullying victimization, without significant gender differences. Poor relationship skills in boys and low self-management in girls were associated with being a victim of both traditional bullying and cyberbullying. The conclusions point to an interesting line of intervention and prevention, establishing a framework of confluence for social and emotional variables within the primary education context.

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“…SED is central to navigating challenges in social interactions in everyday life and to adapting flexibly to situational demands [ 11 ]. Research has supported the role of deficits in SED for bullying involvement in adolescents [ 12 , 13 , 14 , 15 ]. The present study examined the roles of three social-emotional difficulties, including impulsivity, frustration discomfort, and hostility for victimization in and perpetration of both cyberbullying and traditional bullying in adolescents with ADHD.…”

Section: Introductionmentioning

confidence: 99%

Perpetration of and Victimization in Cyberbullying and Traditional Bullying in Adolescents with Attention-Deficit/Hyperactivity Disorder: Roles of Impulsivity, Frustration Intolerance, and Hostility

Liu

Hsiao

Chou

2021

IJERPH

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Victimization and perpetration of cyberbullying and traditional bullying are prevalent among adolescents with attention-deficit/hyperactivity disorder (ADHD). This study examined the associations of impulsivity, frustration discomfort, and hostility with victimization and with the perpetration of cyberbullying and traditional bullying in adolescents with ADHD. Self-reported involvement in cyberbullying and traditional bullying was assessed in 195 adolescents with a clinical diagnosis of ADHD. Adolescents also completed questionnaires for impulsivity, frustration discomfort, and hostility. Caregivers completed the Child Behavior Checklist for adolescents’ ADHD, internalization, oppositional defiance, and problems with conduct. The associations of impulsivity, frustration discomfort, and hostility with victimization and perpetration of cyberbullying and traditional bullying were examined using logistic regression analysis. The results demonstrated that after the effects of demographic characteristics and behavioral problems were controlled for, frustration intolerance increased the risks of being cyberbullying victims and perpetrators whereas hostility increased the risks of being the victims and perpetrators of traditional bullying. Impulsivity was not significantly associated with any type of bullying involvement. Prevention and intervention programs should alleviate frustration intolerance and hostility among adolescents with ADHD.

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School-wide social emotional learning (SEL) and bullying victimization: Moderating role of school climate in elementary, middle, and high schools

Cited by 63 publications

References 103 publications

Parental Warmth, Gratitude, and Prosocial Behavior among Chinese Adolescents: The Moderating Effect of School Climate

Parental Warmth, Gratitude, and Prosocial Behavior among Chinese Adolescents: The Moderating Effect of School Climate

Relationship between Socio-Emotional Competencies and the Overlap of Bullying and Cyberbullying Behaviors in Primary School Students

Perpetration of and Victimization in Cyberbullying and Traditional Bullying in Adolescents with Attention-Deficit/Hyperactivity Disorder: Roles of Impulsivity, Frustration Intolerance, and Hostility

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