Bullying in Primary School Children: The Relationship between Victimization and Perception of Being a Victim

Abstract

This study aims to investigate victimization of bullying in primary school children, as well as its relationship with children’s perception of being a victim. In a sample of 4646 students from 3rd to 6th grade, we evaluated children’s victimization and cybervictimization behaviors, and children were also asked whether they had been victims of bullying or cyberbullying. From the participants, 36.7% were victims, and 4.4% cybervictims. In addition, 24.2% had a perception of being a victim, and 4.9% a perception of being a cybervictim. On the other hand, 56.9% of victims of traditional bullying had no perception of being a victim. The victimization behaviors of traditional bullying associated with a higher perception of being a victim were threats, while physical and direct verbal aggression implied a lower perception of being a victim. The results suggest the most frequent victimization behaviors may be normalized.

Cyberbullying in elementary and middle school students: A systematic review

“…Moreover, different victimization forms predicted suicidal thoughts and behaviors in middle school students (Wang et al, 2018), in concordance with results reported in higher students (Kowalski et al, 2014), and elicited feelings such as students' sadness or anger, being greater for victimization than CV (Wright, 2017a). Other studies concluded that CV could be related to victimization (Sidera et al, 2020). Elementary students who witnessed CB showed higher levels of anxiety than bullying witnesses (Doumas & Midgett, 2020).…”

Relationship between Socio-Emotional Competencies and the Overlap of Bullying and Cyberbullying Behaviors in Primary School Students

“…Escortell et al [ 29 ], assessing 15 electronic harassment behaviours in a sample of 548 Spanish students aged 10 to 13 from Alicante, found that 18% of the participants reported suffering cybervictimization. In a series of studies with students in years 3 to 6 of primary school in Catalonia (Spain), Sidera et al found that 14.4% of the participants have suffered at least one online aggression in the last month [ 30 ] and 4.4% were cyber victims with a minimum frequency of once or twice a month [ 31 ].…”

Associations Between Self, Peer, and Teacher Reports of Victimization and Social Skills in School in Children With Language Disorders

“…Previous research has demonstrated that students with DLD and RD have a higher prevalence of peer problems, poorer acceptance of their classmates, lower quality and quantity of friendships, and larger vulnerability to peer rejection ( Laws et al, 2012 ; Mok et al, 2014 ; Lloyd-Esenkaya et al, 2020 ). However, the accumulating evidence indicates the necessity to distinguish between the perspectives of different reporters and consider the students’ characteristics ( Sidera et al, 2020 ; Gough Kenyon et al, 2021 ).…”

“…Victimized students may not acknowledge the experience of rejection or victimization, as seems to happen to the children with DLD in our sample (who are rated as more victimized by others, but not by themselves). In this vein, some studies have found that only a low percentage of adolescents (between 16 and 32%) who are categorized as bullying victims perceive themselves as victims ( Hwang et al, 2017 ; Sidera et al, 2020 ). Sidera et al (2020) explain that this misperception can be related to the type and quantity of bullying actions that someone experiences.…”

“…In this vein, some studies have found that only a low percentage of adolescents (between 16 and 32%) who are categorized as bullying victims perceive themselves as victims ( Hwang et al, 2017 ; Sidera et al, 2020 ). Sidera et al (2020) explain that this misperception can be related to the type and quantity of bullying actions that someone experiences. These students may not be aware of being disliked if they are not overtly disliked and treated aversively by their peers ( García Bacete et al, 2018 ).…”