Effect of School Bullying on Students’ Peer Cooperation: A Moderated Mediation Model

Abstract

Background: Studies show that cooperative environments enhance student performance. However, school bullying can significantly undermine peer cooperation. There is limited research on how school bullying impacts peer cooperation and the mechanisms involved. Methods: Using data from 15-year-old middle school students in four Chinese provinces and cities, as part of the 2018 Program for International Student Assessment (PISA), this study employs a moderated mediation model. It examines the negative effects of school bullying on peer cooperation, the mediating role of school belonging, and the moderating effects of teacher support and parents’ support. Results: School bullying negatively impacts peer cooperation. School belonging partially mediates this relationship. Teacher support moderates the effect of school bullying on school belonging, which in turn affects peer cooperation. Parents’ support moderates the direct impact of school bullying on peer cooperation. Conclusion: School bullying reduces peer cooperation by diminishing students’ sense of belonging in school. This effect is lessened with increased support from teachers and parents. The findings suggest that while social support is beneficial, it must be balanced and not excessive.

The bidirectional relationship between peer relationships and bullying: Evidence from cross‐lagged analyses among Chinese children

“…For example, school bullying can reduce peer cooperation by diminishing students' sense of belonging in school. This effect is mitigated by increased support from teachers and parents (Wang & Chen, 2023). Furthermore, there are individual differences in responses to social situations.…”