Bullying victimization at school and subjective well-being in early and late Peruvian adolescents in residential care: The contribution of satisfaction with microsystem domains

Oriol, Xavier; Miranda, Rafael; Unanue, Jesús

doi:10.1016/j.childyouth.2019.104685

Cited by 14 publications

(17 citation statements)

References 70 publications

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“…Additional research would also benefit from focusing on how bullying impacts different aspects of well-being. Although previous research indicated that being a target of bullying behaviours has a negative impact on certain aspects of well-being (Goldblum et al, 2012;Oriol et al, 2020;Przybylski & Bowes, 2017), the results of the current study were not consistent with this finding. This suggests that aspects of well-being may be differently impacted by being targeted by bullying.…”

Section: Limitations and Future Directionscontrasting

confidence: 99%

“…Within the current study, being the target of traditional or cyberbullying behaviours was not significantly correlated with well-being. This is inconsistent with previous research that has suggested that targets of bullying often report decreases in reported well-being (e.g., Cross et al, 2015;Oriol et al, 2020;Przybylski & Bowes, 2017;Wigderson & Lynch, 2013). This result may be a function of a complex relationship between victimization and well-being.…”

Section: Bullying Experiencescontrasting

confidence: 99%

“…The literature is somewhat inconsistent with how "well-being" is defined and there are substantial differences in terms of measurement (Linton et al, 2016). Some studies investigating the relationship between bullying and well-being define well-being in terms of social connections (i.e., peer relationships, connectedness; Goldblum et al, 2012), while others assess life satisfaction, purpose in life, and happiness (Oriol et al, 2020;Przybylski & Bowes, 2017). The PERMA-Profiler was designed around Seligman's (2011) flourishing theory, which is based on the five PERMA pillars; Positive emotion, Engagement, Relationships,…”

Section: Bullying Experiencesmentioning

confidence: 99%

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“Sticks and stones may break my bones”: The role of resilience as a mediator between traditional and cyberbullying experiences and psychological adjustment in early adulthood

Hanenberg¹,

Michelle²

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Section: Limitations and Future Directionscontrasting

confidence: 99%

Section: Bullying Experiencescontrasting

confidence: 99%

Section: Bullying Experiencesmentioning

confidence: 99%

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“Sticks and stones may break my bones”: The role of resilience as a mediator between traditional and cyberbullying experiences and psychological adjustment in early adulthood

Hanenberg¹,

Michelle²

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“…Regarding well-being, people involved in different kinds of bullying report a decrease in subjective levels of well-being [ 15 , 16 ]. In general, life satisfaction, defined as the cognitive component of well-being [ 17 ], has been negatively related to involvement in bullying and cyberbullying [ 10 , 15 , 18 ]. For example, victims of cyberbullying are found to report lower levels of psychological well-being in comparison to non-involved students [ 19 ].…”

Section: Introductionmentioning

confidence: 99%

A Closer Look at the Emotional Intelligence Construct: How Do Emotional Intelligence Facets Relate to Life Satisfaction in Students Involved in Bullying and Cyberbullying?

Quintana-Orts

Mérida-López

Rey

et al. 2021

EJIHPE

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Adolescents’ perception of their own emotional abilities has been related to psychological adjustment and well-being. However, there are still few studies focusing on specific emotional dimensions in relation to bullying and well-being in adolescence. This study analysed the relationship between emotional intelligence (EI) facets, satisfaction with life, bullying and cyberbullying in adolescents. The sample consisted of 3520 high school students (51.5% females) aged between 12 and 18 years (M = 14.37; SD = 1.67). The correlation analyses showed that the majority of EI facets were positively related to satisfaction with life and negatively with both types of violence. As was expected, bullying and cyberbullying victims and bully–victims scored lower in satisfaction with life and the majority of EI facets. Controlling for sex, age, and grade, self-emotion appraisal, use of emotions and regulation of emotion were the best predictors of life satisfaction in bully–victims of bullying and cyberbullying. Finally, we discuss the relevance of these findings for clinical and educational practice on EI seeking to promote subjective well-being among adolescents involved in bullying and cyberbullying.

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“…A study indicated that the prevalence rates of being a victim of traditional bullying in the last month were 16.2% (2). The results of other studies demonstrated that about 30 to 50% of students were bullied at school (3)(4)(5). Also, a study was accomplished in Iran and its results revealed that the percentages of students who were victims and perpetrators of traditional bullying were 22.6% and 15.7%, respectively (6).…”

Section: Introductionmentioning

confidence: 99%

Victimization in traditional and cyberbullying as risk factors for substance use, self-harm and suicide attempts in high school students

Azami

Taremian

2020

Scandinavian Journal of Child and Adolescent Psychiatry and Psychology

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Background: Traditional bullying (or peer bullying) is considered a common and unpleasant experience among students and has serious consequences such as mental health problems and unhealthy behavior. In recent years, another type of bullying named cyberbullying has emerged as a growing problem with negative effects on school achievement, physiology, and mental health of its victims. Objective: The purpose of this research is to examine and compare the roles of traditional and cyberbullying victimization in substance use, self-harm and suicide attempts. Methods: This was a cross-sectional study and conducted in 2019. A total of 425 high school students were selected for the study in Kermanshah, Iran. For conducting the survey, a multi-stage cluster randomized procedure was used and 18 classes in six different high schools in three urban areas were selected. A total of 400 students (mean age 16.61 years, 53.2% girls) responded to the survey, and it provided usable information for the research. Data were analyzed through binary logistic regression analyses. Results: The analysis results revealed that 54.2% of students (n = 217) have experienced traditional or cyber victimization. Any kind of victimization was associated with self-harm. Cyber victimization alone and the combination of cyber plus traditional victimization showed significant association with suicide and substance use. Risk of substance use, self-harm, and suicide was higher when students experienced both types of bullying than when they experienced just one kind of bullying alone. Conclusions: The results of this study suggest that traditional and cyber victims may require immediate intervention to reduce the negative effects of victimization. Also, prevention programs should consider the possible relationship between traditional and cyber victimization and substance use, self-harm, and suicide.

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Bullying victimization at school and subjective well-being in early and late Peruvian adolescents in residential care: The contribution of satisfaction with microsystem domains

Cited by 14 publications

References 70 publications

“Sticks and stones may break my bones”: The role of resilience as a mediator between traditional and cyberbullying experiences and psychological adjustment in early adulthood

“Sticks and stones may break my bones”: The role of resilience as a mediator between traditional and cyberbullying experiences and psychological adjustment in early adulthood

A Closer Look at the Emotional Intelligence Construct: How Do Emotional Intelligence Facets Relate to Life Satisfaction in Students Involved in Bullying and Cyberbullying?

Victimization in traditional and cyberbullying as risk factors for substance use, self-harm and suicide attempts in high school students

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