Bullying Reporting Concerns as a Mediator Between School Climate and Bullying Victimization/Aggression

Does competitive school climate really harm to students' anti-bullying attitude: empirical evidence from China

BACKGROUND

School bullying remains a social problem and changing students' attitudes towards bullying is crucial for effective prevention in schools. Based on social-ecological system theory, this study examines how school climate influences anti-bullying attitudes among students. Specifically, it studies how a competitive school environment influences these attitudes, and how students' competitive attitudes mediate these attitudes.

METHODS

The data for this study comes from The Programmed for International Student Assessment (PISA), which is a global student assessment initiative led by the Organization for Economic Co-operation and Development (OECD). The sample consists of 12,058 Chinese students from the 2018 PISA survey. Data analysis was conducted using STATA (version 14.0) software.

RESULTS

School competitive climate has a positive and substantial impact on their anti-bullying attitudes (r = 0.1551, p < 0.001). Students' competitive attitudes are also positively and significantly correlated with their anti-bullying attitudes (r = 0.2249, p < 0.001). Competitive attitudes partially mediate the relationship between the school bullying climate and students' anti-bullying attitudes.

CONCLUSION

In the context of Chinese education, a competitive school climate clearly has a positive effect on students anti-bullying attitudes. Students' competitive attitudes also act as partial mediator in this relationship. These findings suggest that a healthy school ecosystem that reflects sound value guidance and fair rules is imperative for fostering anti-bullying attitudes in students.

The transition from physical sibling abuse to bullying perpetration through trait anger: A longitudinal study

OBJECTIVES

Experiencing physical sibling abuse is a form of family violence that is common but understudied. While it is often perceived as a normative aspect of sibling relationships, there are apparent behavioral consequences. The current study aims to advance the literature by utilizing the displaced aggression model and I3 theory to longitudinally examine trait anger as a pathway linking physical sibling abuse to bullying perpetration.

METHODS

Using data from the Bullying, Sexual, and Dating Violence Trajectories from Early to Late Adolescence in the Midwestern United States, 2008-2013, adolescents (n = 851, M = 14.8 years) completed questionnaires at baseline and were reassessed 6 months later.

RESULTS

Results suggested that when adolescents experience physical sibling abuse, they are more likely to engage in bullying perpetration. Mediation analyses indicated that as adolescents were physically abused by a sibling at home, they were more likely to report higher levels of trait anger, which subsequently increased their risk of engaging in bullying perpetration.

CONCLUSION

These results suggest that experiencing physical sibling abuse has long-term detrimental consequences, including elicitation of trait anger, subsequently predicting bullying perpetration.

Risk Factors Associated With Bullying in Context of a Territory Exposed to Armed Conflict: A Cross-sectional Study

School violence and bullying are current and problematic events during adolescence. They are likely to have a marked presence in places highly exposed to armed conflict and violent environments, representing a double public health problem. The study aims to estimate the prevalence of different types of school violence perpetrated and experienced by school adolescents in a community with a history of exposure to armed conflict. Two thousand one hundred eighty-five school adolescents from a municipality in Colombia (males = 54.1%, 14-16 years = 38.6%) participated in the study. Nine educational institutions were included. A systematic random sampling was designed, with a proportional allocation of 35% within each school year from sixth to eleventh grade. The School Coexistence and Circumstances Affecting it-ECECA survey was applied. The prevalence and risks of bully and bullying were estimated. RRa were calculated with the 95% confidence interval adjusted for the other confounding variables. Analyses were constructed from generalized linear models, under the Poisson family and a logarithmic link function. We found a 9.3% of bullying victimization and a 3.5% prevalence of bully. A higher risk of bully was found among males, persons between 10 and 14 years of age, residents of rural or urban dispersed areas, residents of violent neighborhoods, alcohol consumers at school, and victims of aggression in childhood (RRa > 1.0, p-values <.05). The risk of victimization of bullying was higher in students younger than 15 years old, as residents of urban areas, having a history of childhood aggression, suffering abuse by a close person, and as alcohol users at school. This study provides evidence of risk factors for aggression and bullying that have implications for possible prevention measures in multiple social domains, including the individual, the family, and the school environment.

The Relationship Between Parental Phubbing and Interpersonal Aggression in Adolescents: The Role of Rejection Sensitivity and School Climate

The impact of parental phubbing has attracted the attention of researchers, especially concerning adolescents' online behavior. However, limited research has studied the influence of parental phubbing on interpersonal aggression, including the underlying mechanism. Grounded in parental acceptance-rejection theory, the present study investigated the association between parental phubbing and interpersonal aggression as well as the mediating role of rejection sensitivity among adolescents. Additionally, school climate was explored as a moderator based on social ecological theory. The multiple questionnaires were completed by 914 Chinese adolescents (M = 12.61; SD = 1.73; 49.78% girls). The results revealed a positive correlation between parental phubbing and aggression, which was mediated by rejection sensitivity. That is, adolescents who experienced parental phubbing were more likely to exhibit rejection sensitivity, which further triggered aggression. Moreover, school climate acted as a moderator in the model. Specifically, we found no significant moderating effect of school climate on parental phubbing and aggression. However, school climate moderated the relationship between rejection sensitivity and aggression. A positive school climate buffered the associations of rejection sensitivity and aggression. Additionally, school climate moderated the relationship between parental phubbing and rejection sensitivity. The relationship between parental phubbing and rejection sensitivity became nonsignificant when adolescents were in a negative school climate, and those adolescents reported higher rejection sensitivity whether they experienced parental phubbing or not. Parental phubbing was more strongly associated with adolescents' rejection sensitivity in a positive school climate. With a lower level of parental phubbing, rejection sensitivity is sharply reduced. The results deepen our understanding of the relationship between parental phubbing and aggression and its underlying mechanisms. It also implicates preventative interventions to reduce the risk of parental phubbing in interpersonal aggression among adolescents.

A Latent Transition Analysis of Youth Bullying Victimization Patterns over Time and Their Relations to Delinquency

Peer victimization patterns from elementary school transitioning into late middle school have not been assessed in detail. Even less work has considered how these patterns differ across family context and then are linked to delinquency in adolescence. This study used longitudinal data (n = 2,892) from the Fragile Families and Child Wellbeing Study to examine peer victimization classification and change over six years while distinguishing across sex and family contexts. Latent transition analysis (LTA) shows that youth can be classified into minor victimization, mainly verbal victimization, and all-type victimization subgroups over time with some sex differences, regardless of whether they were in two-parent families. The majority of the youth were in either the mainly verbal victimization (53% for boys; 42% for girls) or all-type victimization (12% for boys; 21% for girls) statuses when they were about 9 years old, but substantial transition positioned most boys (84%) and girls (82%) in the minor victimization status instead when they were about 15 years old. Youth who were Hispanic, in two-parent families, and more open to parents had a reduced risk of peer victimization, but youth who were in a poor family had an increased risk of peer victimization. Peer victimization statuses were significantly associated with youth delinquency, and there were sex and time differences in the association. In year 9, 45% to 94% of boys and 24% to 75% of girls were involved in delinquency based on their victimization statuses, but the difference was 48% to 67% for boys and 39% to 59% for girls in year 15. The findings suggest developing and implementing peer victimization prevention starting from early elementary school, concurrently addressing peer victimization and delinquency, and paying close attention to sex and family context differences.

Parental stress and adolescent bullying perpetration and victimization: The mediating role of adolescent anxiety and family resilience

Although past research suggests that parental stress can heighten adolescents' risk for bullying perpetration and victimization, the mechanisms underlying such a potential link and that may involve child psychological wellbeing remain unclear. Parental stress may heighten adolescents' risk for bullying involvement by elevating adolescents' anxiety and interfering with family functioning. Therefore, the current study investigated the role of adolescent anxiety and family resilience as mediators linking parental stress with adolescent bullying involvement. Sex differences in these associations were also explored. Analyses relied on data collected from 11,244 parents who participated in the 2019 National Survey of Children's Health. Parents completed surveys assessing parental stress, adolescent anxiety, family resilience, and adolescents' involvement in bullying perpetration as well as victimization. Results from structural equation models indicated that a higher level of parental stress was related to greater bullying perpetration and victimization among both male and female adolescents. Moreover, parental stress was indirectly related to bullying victimization via elevated adolescent anxiety for both girls and boys, whereas parental stress was indirectly related to bullying perpetration via reduced family resilience for boys but not girls. The findings highlight connections between adolescents' family and peer contexts and implicate adolescent anxiety and family resilience as putative mechanisms linking parental stress and bullying involvement.

Social Media as a Platform for Cyberbullying of Individuals With Craniofacial Anomalies: A Preliminary Survey

Purpose The primary aim of this study was to investigate the extent to which individuals with facial and/or speech differences secondary to a craniofacial anomaly experienced bullying through social media platforms during late school age and adolescence. Method Using an online survey platform, a questionnaire was distributed via several public and private social media groups designated for individuals with craniofacial anomaly and their caregivers. Results The majority of participants (n = 38; 88.4%) indicated they had been bullied during late school-age and adolescence and that they believed this was due to their facial difference and/or speech disorder (n = 27; 71.1%). Almost one third indicated they had been victims of cyberbullying during this time (n = 12; 31.6%) with the most common venues being texting and Facebook. Despite the large percentage of participants who reported being bullied through social media, half (n = 6) indicated they did not often report these instances of cyberbullying. Conclusions As social media use continues to increase, it appears inevitable that cyberbullying will occur. Particularly vulnerable to both traditional and cyberbullying are individuals with craniofacial anomalies. Because of the specialized training of speech-language pathologists, school-based speech-language pathologists are in a unique position to play a key role in school-wide antibullying efforts and to educate school personnel on ways in which to support the needs of children with craniofacial anomalies both inside and outside of the classroom.