The Unique Contribution of Past Bullying Experiences to the Presence of Psychosis-Like Experiences in University Students

Abstract

ObjectivesBoth bullying and psychosis-like experiences (PLEs) have gained much attention in recent years, but their interactions are not fully unraveled. The aim of the current study was to validate the Chinese version of Bullying Scale for Adults (C-BSA), and to investigate whether past bullying experiences independently predict the presence of PLEs in university students.MethodsThe validity and reliability of the C-BSA were determined in two independent samples. A battery of psychological inventories was also administered to assess the presence of PLEs, maltreatment history in the family, and current depression and anxiety, including the 15-item positive subscale of the community assessment of psychic experiences (CAPE-p15), the Chinese version of the Childhood Trauma Questionnaire (CTQ), Self-Rating Depression Scale (SDS), and Self-Rating Anxiety Scale (SAS).ResultsIn the construction sample (N = 629), a Cronbach's α of 0.921 indicated a good internal consistency of C-BSA. The exploratory factor analysis (EFA) yielded a four-factor model and a three-factor model, and both were verified by using the confirmatory factorial analysis (CFA) in the validation sample (N = 629). The total scores of C-BSA were significantly correlated with that of CTQ, CAPE-p15, SDS, and SAS. Multivariate logistic regression revealed that bullying was associated with 2.0 or 3.7 times of risk for the presence of PLEs (numbers of bullying types < = 3 or > 3, respectively) after controlling for CTQ, SDS, and SAS scores.ConclusionsC-BSA has shown good psychometric properties in college students. The contribution of past bullying experiences to the present PLEs seems to be independent of other childhood trauma, current depression, and anxiety.

Independent effects of early life adversity on social cognitive function in patients with schizophrenia

“…Last, Part C includes two items that inquire about the experience of acting as a bullying perpetrator. Our previous study yielded favorable outcomes in terms of reliability and validity in the Chinese version of the BSA ( 45 ).…”

Bullying in higher education: an endemic problem?

“…Giovaziolas & Malikiosi-Loizos, 2016;Kokkinos et al, 2016;Spanou et al, 2020) have shown a strong interest in the topic. Other countries where bullying in higher education has been the subject of research include China (Su et al, 2022;Zhao et al, 2022), India (Kaur & Kaur, 2023;Sinha & Bondestam, 2022), Pakistan (Ahmed et al, 2022), South Africa (Badenhorst & Botha, 2022), Spain (Yubero et al, 2023), Turkey (Akbulut & Eristi, 2011) and the United Arab Emirates (Al-Damarki et al, 2022).…”

Hubungan antara Tingkat Kebutuhan untuk Mendominasi dengan Kecenderungan Bullying pada Siswa di Lingkungan Sekolah: Analisis Faktor-faktor Psikologis dan Lingkungan Sekolah

“…Perundungan dikaitkan dengan 2.0 atau 3.7 kali risiko untuk mengalami PLE (Zhao et al, 2022). Dukungan emosional, instrumental, dan informasi dari guru, rasa memiliki siswa, lingkungan sekolah yang kooperatif, dan iklim disiplin kelas memainkan peran penyangga dalam korban perundungan, sementara persaingan di lingkungan sekolah secara negatif meningkatkan paparan perundungan secara keseluruhan (Zhu & Teng, 2022).…”