The Impact of Childhood Bullying Trajectories on Young Adulthood Antisocial Trajectories

Farrell, Ann H.; Vaillancourt, Tracy

doi:10.1007/s10964-021-01456-6

Cited by 7 publications

(1 citation statement)

References 55 publications

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“…Bullying can take different forms, including physical bullying (e.g., pushing), verbal bullying (e.g., teasing), social exclusion (e.g., ignoring someone) and other indirect forms (e.g., spreading rumors), and it always includes at least one bully and one victim [2]. An increasing number of studies have demonstrated that bullying can result in developmental problems and other negative outcomes, including mental disorders (e.g., anxiety and depression), personality disorders (e.g., antisocial personality), behavioral problems (e.g., crime), poor health, poor wealth, and lower subjective well-being [3][4][5][6][7][8]. Therefore, understanding how bullying affects adolescents' development is crucial in the prevention and intervention of bullying.…”

Section: Introductionmentioning

confidence: 99%

School bullying and social adaptation in Chinese adolescents: A multiple mediation model of self-disclosure and school connectedness

Xiang

Gan

Wang

et al. 2022

Preprint

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Background When it comes to the occurrence place of bullying behavior, school can never be ignored because adolescents spend a lot of time in school. School bullying has become a significant social issue among young generations, which influences their healthy growth. However, our understanding of the effects of school bullying is still limited. So, the present study aims to investigate how school bullying affects adolescent social adaptation. Methods A sample of 434 Chinese adolescents (56.9% females; M age =13.07 years, SD =0.93) participated in the survey. Structural equation modeling was adopted to assess the hypothesized model. Results The results indicated that school bullying had a direct effect on negative social adaptation rather than positive social adaptation. Moreover, self-disclosure and school connectedness mediated the relationship between school bullying and social adaptation, separately and sequentially. Conclusions The present study combines self-disclosure and school connectedness into a multiple mediation model, highlighting the importance of individual and environmental factors in the effects of school bullying on adolescents’ social adaptation. Practically, the current findings may provide some guidance for the prevention and intervention of school bullying and the promotion of social adaptation in adolescents.

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