Did the prevalence of traditional school bullying increase after COVID-19? Evidence from a two-stage cross-sectional study before and during COVID-19 pandemic

Da, Q C; Huang, Jingyu; Peng, Zhekuan; Chen, Yueliang; Li, Liping

doi:10.1016/j.chiabu.2023.106256

Cited by 7 publications

(5 citation statements)

References 56 publications

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“…This finding aligned with a Finnish study that showed decreased bullying victimization in all grade levels during the children's lockdown school (Repo et al, 2022). Another study in China reported different results that showed the pervasiveness of bullying victimization and perpetration expanded during COVID-19 (Da et al, 2023). In Indonesia, sibling bullying is higher than before the COVID-19 pandemic, and school bullying is lower than before the COVID-19 pandemic (Borualogo & Casas, 2023).…”

supporting

confidence: 86%

Traditional bullying, cyberbullying, and subjective well-being post-COVID-19 in Indonesia

Borualogo,

Saefudin,

Wahyudi

et al. 2024

jpsi

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Previous research has highlighted bullying as a significant issue in Indonesia, with a notable increase in cyberbullying among adolescents during the COVID-19 pandemic, adversely affecting their psychological well-being. However, there has been limited discussion on bullying in the post-COVID-19 era. This study has three aims. The first is to examine the subjective well-being (SWB) of children who have either experienced bullying or have not been bullied after the pandemic. The second is to assess the occurrence of both traditional bullying (involving siblings and at school) and cyberbullying in Indonesia following COVID-19. The third aim is to investigate the factors linked to these forms of bullying post-pandemic. The participants were middle school students (N = 943; 57.2% girls, 45.0% in grade 7). The Children's Worlds Subjective Well-Being Scale with five items (CW-SWBS5) was employed to assess children's SWB. Separate measures were utilized for traditional and cyberbullying. Six factors—family, school climate, personal satisfaction, friendships, safety, and social media usage—were analyzed as independent variables using linear regression to determine their impact on bullying forms. The structural equation model (SEM) was applied to evaluate how these bullying types affect SWB. The findings revealed that sibling bullying and cyberbullying significantly influenced children’s SWB, with girls reporting lower SWB scores than boys. Cyberbullying emerged as the most prevalent form of bullying post-pandemic. A positive school climate was found to shield children from bullying. Cummins' theory of well-being homeostasis was employed to interpret the results. This study also discussed implications for educators and parents.

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supporting

confidence: 86%

Traditional bullying, cyberbullying, and subjective well-being post-COVID-19 in Indonesia

Borualogo,

Saefudin,

Wahyudi

et al. 2024

jpsi

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“…Asimismo, sus resultados parecen indicar que las situaciones de acoso cada vez ocurren en edades más tempranas. Lo que está probado es que todas las manifestaciones de acoso socavan moralmente a la víctima, provocando en ella miedo y daño, no solo físico, también psicológico (Bisquerra et al, 2014;Da et al, 2023;Martínez-Rodríguez, 2017;Unicef, 2019).…”

Section: El Acoso Escolarunclassified

“…Además, muchos niños no son conscientes de que gran parte de los contenidos en la red son falsos, nocivos o ilícitos (Unicef, 2019) y, como consecuencia, se producen otras formas de acoso como el grooming (Panizo, 2011). Este tipo de acoso se incrementó durante la pandemia de COVID-19 (Da et al, 2023), aunque son necesarios más estudios que analicen la prevalencia de acoso antes y después de la pandemia.…”

Section: El Acoso Escolarunclassified

El acoso escolar en España

García-Martínez,

García-Zabaleta

2024

Contextos educativos

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El acoso escolar es un fenómeno presente en las aulas españolas, precisando por ello, de un cuerpo normativo y protocolario que vehicule y ampare las actuaciones emprendidas ante la sospecha de un posible caso de acoso. Actualmente, las diecisiete autonomías cuentan con sus respectivos protocolos de actuación. Este trabajo pretende esclarecer el tratamiento del acoso escolar, analizando los protocolos de actuación de las diferentes comunidades autónomas, atendiendo a diversos aspectos como la presentación, la justificación y el constructo teórico-legislativo en que se fundamentan, así como los recursos complementarios que contribuyen a su implementación. Además, se realiza una breve reseña sobre las recomendaciones y orientaciones prescritas para el abordaje del ciberacoso y el acoso ejercido contra colectivos especialmente vulnerables. De la revisión y análisis realizados, destaca el vacío jurídico en materia de acoso escolar, así como la apelación por parte del sistema de justicia juvenil a que se aborde esta problemática desde el ámbito educativo, de ahí la importancia de la sensibilización y la formación de toda la comunidad educativa. Respecto a la intervención, todas las autonomías presentan un patrón de actuación similar, con la tendencia hacia un enfoque restaurativo, así como el conocimiento y sensibilización sobre el ciberacoso.

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“…In a large-scale study, 0.9% of Chinese students experienced severe anxiety, 2.7% demonstrated moderate anxiety, and 21.3% had mild anxiety due to the COVID-19 pandemic (Cao et al, 2020). Studies conducted in China showed that the prevalence of school bullying victimization and bullying acts was higher during the pandemic than before the pandemic (Da et al, 2023;Xie et al, 2023). Therefore, this increase in behavior problems during COVID might have stimulated school bullying in China.…”

Section: Rq3 -What Are the Annual Changes And Strongest Citation Burs...mentioning

confidence: 99%

Global Trends in Research on School Bullying and Its Correlation with COVID-19 Pandemic

AĞIRKAN

2023

Journal of Family Counseling and Education

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The extensive research conducted has demonstrated that school bullying is a global phenomenon with significant short-term and long-term implications. These concerns about the negative effects of school bullying lead to an increase in the number of publications in the literature, and it becomes inevitable that the number of future studies will gradually increase. Therefore, a better understanding of the trends and patterns in school bullying research is crucial to providing new avenues for future studies and furthering knowledge in this field. This study analyzed 1,388 publications on school bullying retrieved from the Web of Science database. The data were collected, coded, and subjected to bibliometric analysis using computer software. The results were evaluated in light of existing trends and disparities in research on school bullying, and some recommendations for future research were provided.

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Did the prevalence of traditional school bullying increase after COVID-19? Evidence from a two-stage cross-sectional study before and during COVID-19 pandemic

Cited by 7 publications

References 56 publications

Traditional bullying, cyberbullying, and subjective well-being post-COVID-19 in Indonesia

Traditional bullying, cyberbullying, and subjective well-being post-COVID-19 in Indonesia

El acoso escolar en España

Global Trends in Research on School Bullying and Its Correlation with COVID-19 Pandemic

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