A PRISMA-Based Systematic Review of Measurements for School Bullying

Xie, Zhongju; Man, Wenyi; Liu, Chuanjun; Fu, Xinyuan

doi:10.1007/s40894-022-00194-5

Cited by 8 publications

(6 citation statements)

References 106 publications

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“…In this study, some adaptations have been made to the SBVQ-S to make it more suitable for research objects with different age characteristics (see Supplemental Appendix I for details). In all versions of questionnaires, we provided a list of behaviors without any bullying-related terminologies and definition to control for subjective explanatory bias (Xie et al, 2023). Participants were asked to recall the frequency of bullying incidents they had observed (e.g., “How often did I see or hear about a classmate or classmates doing each of the following behaviors to other classmates .…”

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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The Effect of Everyday Moral Sensitivity on Bullying Bystander Behavior: Parallel Mediating Roles of Empathy and Moral Disengagement

Xie

Liu

Teng

2023

J Interpers Violence

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The higher moral sensitivity to bullying a student has, the more likely they are to help the victim or inhibit bullying rather than ignore it. Research has mainly focused on particular sensitivity to bullying, and it remains unknown whether sensitivity to everyday moral issues functions similarly. The present study aimed to examine the effect of everyday moral sensitivity (EMS) on bullying bystander behaviors. We included a range of school children ( n = 1,655, Grades 3–12, 27.6% girls) in Southwest China. The results show 6.10% have been a victim-only, 0.48% have been a bully-only, 0.85% have been the bullying victim, 92.57% have been neither a bully nor a bullying victim, and 45.86% have observed bullying. Students in lower grades are more likely to be bullied. After controlling for covariates (i.e., gender, grade, and social desirability), EMS is positively associated with positive bystander behaviors. Moreover, empathy and moral disengagement (MD) play a mediating role in the relationship between EMS and positive bystander behaviors. The results reveal two parallel processes of EMS influenced bystander behaviors (i.e., empathy and MD). The findings indicate the possibility of cultivating EMS and highlight the role of morality development in preventing school bullying.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

The Effect of Everyday Moral Sensitivity on Bullying Bystander Behavior: Parallel Mediating Roles of Empathy and Moral Disengagement

Xie

Liu

Teng

2023

J Interpers Violence

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“…1) using CFA (models 1-4) and ESEM (model 5). Following Marsh et al (2011) and recommendations by Xie et al (2022), we note that ESEM integrates the best aspects of CFA/SEM and traditional exploratory factor analysis. ESEM provides confirmatory tests of a priori factor structures and incorporates nearly all the features of CFA and SEM analyses.…”

Section: Factor Analysesmentioning

confidence: 99%

“…There is an ongoing debate about the theoretical definition of bullying (intent to harm, repetition, and power imbalance), its distinctiveness from aggression and related concepts (e.g., harassment), and how to incorporate these criteria in measures of bullying (see Cornell & Limber, 2015;Finkelhor et al, 2012;Grief & Furlong, 2006;Olweus, 1996;Xie et al, 2022;Ybarra et al, 2014). Although our research focuses on victimization rather than bullying, a similar issue exists.…”

Section: Theoretical Definition Of Bullying and Victimization And Its...mentioning

confidence: 99%

Peer Victimization: an Integrative Review and Cross-National Test of a Tripartite Model

et al. 2023

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School victimization issues remain largely unresolved due to over-reliance on unidimensional conceptions of victimization and data from a few developed OECD countries. Thus, support for cross-national generalizability over multiple victimization components (relational, verbal, and physical) is weak. Our substantive–methodological synergy tests the cross-national generalizability of a three-component model (594,196 fifteen-year-olds; nationally -representative samples from 77 countries) compared to competing (unidimensional and two-component) victimization models. We demonstrate the superior explanatory power of the three-component model—goodness-of-fit, component differentiation, and discriminant validity of the three components concerning gender differences, paradoxical anti-bullying attitudes (the Pro-Bully Paradox) whereby victims are more supportive of bullies than of other victims, and multiple indicators of well-being. For example, gender differences varied significantly across the three components, and all 13 well-being indicators were more strongly related to verbal and particularly relational victimization than physical victimization. Collapsing the three components into one or two components undermined discriminant validity. Cross-nationally, systematic differences emerged across the three victimization components regarding country-level means, gender differences, national development, and cultural values. These findings across countries support a tripartite model in which the three components of victimization—relational, verbal, and physical—relate differently to key outcomes. Thus, these findings advance victimization theory and have implications for policy, practice, and intervention. We also discuss directions for further research: the need for simultaneous evaluation of multiple, parallel components of victimization and bullying, theoretical definitions of bullying and victimization and their implications for measurement, conceptual bases of global victimization indices, cyberbullying, anti-bullying policies, and capitalizing on anti-bullying attitudes.

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“…These effects come in multiple forms; for example, threats or harm that are physical, verbal, social-relational [ 31 , 32 , 33 ], cyber [ 29 ], property, sexual, or racially motivated [ 34 ]. Available questionnaires also examine the degree of suffering the victim experiences [ 35 ] or the boycott components, the intent to harm, repetition, and power imbalance [ 36 ]. These questionnaires are not intended to target the cause of intergroup peer exclusion or guide how it should be addressed.…”

Section: Introductionmentioning

confidence: 99%

Exploring Intergroup Peer Exclusion: Validation of the Latency Social-Psychological Developmental Questionnaire (LSPD)

Fisher-Grafy

Meyer

2023

Children

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Intergroup peer exclusion has been studied mainly from a pathological aspect. Currently, methods of diagnosis and treatment focus on this pathological point of view. Qualitative research has revealed that social intergroup peer exclusion has a role in the developmental task of the latency stage. The study’s main aim was to develop and validate a quick and easy quantitative questionnaire for use in a school setting that reflects the social developmental variables exposed in previous qualitative research. The 32-item Latency Social-Psychological Developmental questionnaire (LSPD) and the Loneliness and Social Dissatisfaction Questionnaire were administered to 20 Grade 4 and Grade 5 classes at four co-ed public elementary schools (N = 373 participants). Factor analysis revealed six developmental factors, and correlations were found between these factors and loneliness. The LSPD is a tool for assessing latency stage development among children who experienced exclusion as well as the developmental status of the entire class. The LSPD can assist in identifying specific development areas to focus on in treatment and intervention.

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A PRISMA-Based Systematic Review of Measurements for School Bullying

Cited by 8 publications

References 106 publications

The Effect of Everyday Moral Sensitivity on Bullying Bystander Behavior: Parallel Mediating Roles of Empathy and Moral Disengagement

The Effect of Everyday Moral Sensitivity on Bullying Bystander Behavior: Parallel Mediating Roles of Empathy and Moral Disengagement

Peer Victimization: an Integrative Review and Cross-National Test of a Tripartite Model

Exploring Intergroup Peer Exclusion: Validation of the Latency Social-Psychological Developmental Questionnaire (LSPD)

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