Actividad física de adolescentes: implicación de sustancias nocivas, modalidad practicada y familia

Relationship between physical exercise, bullying, and being bullied among junior high school students: the multiple mediating effects of emotional management and interpersonal relationship distress

OBJECTIVE

This paper investigates the relationships between physical activity (PA), school bullying, emotion regulation self-efficacy (ERS), and interpersonal relationship distress (IRD) among junior high school students. It also examines the underlying mechanisms of school bullying to provide insights into reducing adolescent bullying and to lay the groundwork for preventing and controlling aggressive behaviors.

METHODS

A survey was conducted on 484 students (240 males, 12.18 ± 0.8 years) from 4 secondary schools using the Physical Activity Rating Scale (PARS), Emotional Management Self-Efficacy Scale (EMSS), Interpersonal Relationship Distress Scale (IRDS), and Campus Bullying Scale (CBS) to examine the effects among the variables. A stratified random sampling method was used to select the sample, and data were collected with a structured questionnaire. The data were analyzed using SPSS 24.0 and AMOS 24.0 statistical software. The analysis included Pearson correlation analysis, structural equation modeling, and bias-corrected percentile Bootstrap methods.

RESULTS

(1) PA negatively predicts IRD, which in turn has an indirect effect on bullying (PA → IRD → Bullying), ES = -0.063. Additionally, EM and IRD act as mediators between PA and school bullying (PA → EM → IRD → Bullying), ES = 0.025. (2) PA negatively predicts IRD, which has an indirect effect on being bullied (PA → IRD → Being bullied), ES = -0.044. EM and IRD serve as chain mediators between PA and being bullied (PA → EM → IRD → Being bullied), ES = -0.071.

CONCLUSION

PA can positively predict bullying, but it can be mitigated through EM to reduce IRD, thereby decreasing the occurrence of campus bullying and being bullied.

Impact of motor self-efficacy on cyberbullying in adolescents and pre-adolescents in physical education

Introduction

In recent years, cyberbullying rates have increased, especially among adolescents in the school environment. According to the literature, the factors that influence this type of behavior are access to technologies, physical activity and BMI, among others.

Aim

The aim is to find correlations between motor self-efficacy and cyberbullying.

Methods

The ECIP-Q and E-AEM questionnaire was applied to 1,232 students from Spanish schools and institutes (8-18 years old) in a cross-sectional study.

Results

Significant inverse correlations were found between the ECIP-Q and the E-AEM on the variables of gender, educational stage, daily physical activity, BMI, telephone ownership and hours spent on the Internet.

Conclusion

In conclusion, it can be understood that the higher the level of self-efficacy, the lower the level of abuse and victimization. Therefore, physical activity could be considered to act as a regulator of cyberbullying. And it would be interesting for public administrations to increase the number of hours of physical education, to expand out-of-school physical activities and to promote an active lifestyle in order to eradicate this type of abusive school behavior.

Multilateral teaching in physical education improves resilience and self-efficacy in adolescents and could help reduce bullying behaviors

Youth with higher levels of resilience and self-efficacy are less likely to engage in aggressive behaviors or be victims of bullying. Previous anti-bullying approaches have often achieved no reduction in bullying behavior. Thus, the aim of this study was to examine the effect of 12 weeks of extracurricular multilateral teaching on the risk for students (aged 14–16 years) to be involved in bullying. Sixty male students were allocated to an experimental group (n = 30) that performed psychoeducational activities combined with physical exercise training and team games (90 min, 2d · week–1) or a control group (n = 30). Before and after the intervention, we used the Child and Youth Resilience Measure (CYRM-28) to assess individual capacities and resources, relationship with primary caregiver, contextual factors, and total resilience; and the Self-Efficacy Questionnaire for Children (SEQ-C) to measure academic, social, emotional, and total self-efficacy. Four participants from the experimental group withdrew. Significant improvements of crucial relevance were found for the resilience and self-efficacy scales (p < 0.05) in the experimental group. We found that multilateral teaching may improve resilience and self-efficacy in adolescents and make them less likely to engage in aggressive behavior or be bullied. Multilateral teaching should be considered an effective alternative to the anti-bullying approach, highlighting the crucial role of physical education teachers in the promotion of proactive educational strategies to reduce bullying behaviors.

Bullying victimization among Lebanese adolescents: The role of child abuse, Internet addiction, social phobia and depression and validation of the Illinois Bully Scale

Background

Both bullying victimization and perpetration were associated with depression, social phobia, physical and psychological child abuse and Internet addiction in Lebanon. The prevalence of bullying in Lebanon is alarming, with 50% of school-aged children and adolescents reporting being bullied at some point. The high rate of both bullying victimization can be reflective of the inefficacy of current prevention and intervention policies in targeting associated problematic individual and contextual factors. The objective of the present study was to analyze factors associated with bullying victimization and validate the Illinois Bully Scale among Lebanese adolescents.

Methods

This is cross-sectional study that took place between January and May 2019. We enrolled 1810 adolescents between 14 and 17 years of age. The Illinois Bully scale was used to measure bullying victimization. In order to ensure the adequacy of the sample with values greater than 0.8 - an indicator that component or factor analysis was useful for these variables - we used Kaiser-Meyer-Olkin (KMO) measurement. Statistical significance considered if the p-value < 0.05.

Results

The results showed that 841 (46.5%, CI: 44.1% – 48.7%) participants were classified as having been previously bullied. None of the bullying scale items was removed. Items on the bullying scale converged on a two-factor solution with Eigenvalues greater than 1, accounting for a total of 73.63% of the variance (Factor 1: bullying victimization; Factor 2: bullying perpetration; KMO = 0.899, Bartlett’s sphericity test p < 0.001; αCronbach = 0.955). Having a separate parents (ORa = 3.08), Mild (ORa-4.71) to moderate (ORa = 3.84) internet addiction test, higher social fear (ORa = 1.50), higher psychological abuse (ORa = 3.59), higher child neglect (ORa = 2.21) and physical (ORa = 4.55) abuse were significantly associated with higher odds of being bullied. However, higher social avoidance (ORa = 0.49), poor (ORa = 0.20), fair (ORa = 0.94) and very good (ORa = 0.04) physical activity as compared to sedentary were significantly associated with lower odds of being bullied.

Conclusions

Our findings attest that bullying victimization is likely to be associated with certain factors such as child abuse of all forms, Internet addiction, social fear and avoidance. In addition, the Illinois Bully Scale was validated in Lebanon. More attention should be paid to students vulnerable to bullying victimization, such as those with environmental or domestic problems, and adolescents with psychological disorders such as behavioral addictions.

Associations between the Canadian 24 h movement guidelines and different types of bullying involvement among adolescents

BACKGROUND

The Canadian 24-Hour Movement Guidelines for Children and Youth recommend ≥60 min of physical activity per day, ≤2 h of recreational screen time per day, and 9-11 hours of sleep per night for 11-13 years old and 8-10 hours per night for 14-17 years old.

OBJECTIVE

This study examined the association between combinations of these recommendations and school bullying and cyberbullying victimization and perpetration among adolescents.

PARTICIPANTS AND SETTING

A total of 5615 Canadian students (mean age = 15.2 years) who participated in the 2017 Ontario Student Drug Use and Health Survey (OSDUHS) self-reported their physical activity, screen time, sleep duration, and their involvement in bullying.

METHODS

Logistic regression analyses were adjusted for important covariates.

RESULTS

Meeting the screen time recommendation alone was associated with lower odds of being a victim (OR: 0.64; 95 % CI: 0.46-0.88) or a bully (OR: 0.64; 95 % CI: 0.43-0.96) at school and a victim of cyberbullying (OR: 0.67; 95 % CI: 0.49-0.91). Meeting both the screen time and sleep duration recommendations was associated with lower odds of being a bully (OR: 0.51; 95 % CI: 0.30-0.88). Meeting all 3 recommendations showed stronger associations (i.e. lowest risk) with being a victim of school bullying (OR: 0.32; 95 % CI: 0.19-0.54), a bully-victim (OR: 0.25; 95 % CI: 0.08-0.78) or a victim of cyberbullying (OR: 0.37; 95 % CI: 0.17-0.84).

CONCLUSIONS

Our findings provide evidence that meeting the 24 -h movement guidelines is associated with lower odds of bullying involvement. Encouraging adherence to the 24 -h movement guidelines could be a good behavioural target to prevent involvement in both school bullying and cyberbullying.

Effects of Physical Self-Concept, Emotional Isolation, and Family Functioning on Attitudes towards Physical Education in Adolescents: Structural Equation Analysis

(1) Background: The present research seeks to define and contrast an explanatory model of physical self-concept, emotional isolation, attitude towards physical education, and family functioning, and analyse the existing associations between these variables. (2) Methods: The sample was made up of 2388 adolescents (43.39% male and 56.61% female), with ages of 11–17 years (M = 13.85; SD = 1.26) from Spain. Self-concept (AF-5), Isolation (UCLA), Attitude towards Physical Education (CAEF), and Family Functioning (APGAR) were analyzed. (3) Results: Good fit was obtained for all evaluation indices included in the structural equation model, which was significantly adjusted (χ² = 233,023; DF = 14; p < 0.001; comparative fit index (CFI) = 0.913; normalized fit index (NFI) = 0.917; incremental fit index (IFI) = 0.906; root mean square error of approximation (RMSEA) = 0.072). (4) Conclusions: Attitudes towards physical activity were found to be positive when isolation levels were low and where adequate self-concept existed, specifically in students reporting high family functioning.