Influences of Teachers, Students and School Climate on Bullying Victimization: Evidence from China

Abstract

Given the common occurrence of school bullying incidents and high prevalence rates of victimization in China, this study aims to explore the association between multiple school-related predictors and Chinese adolescents’ overall experiences with bullying victimization. Guided by the social-ecological framework for violence prevention, this study integrated different factors involving teachers, students, and school climate into one single research to detect the bullying problem more systematically and holistically. Further, the study applied the data from the 2018 Program for International Student Assessment while utilizing binary logistic regression analyses to perceive anti-bullying variables and their relationships with bullying victimization. The study revealed that teachers’ emotional, instrumental, and informational support other than appraisal support were negatively associated with students’ experiences of being bullied and victimized. The research also indicated that students’ sense of belonging, a cooperative school environment, and classroom disciplinary climate played a buffering role in bullying victimization while competition in school settings adversely increased overall bullying exposure. The results have highlighted the integration of various predictors in influencing multiple social relations and school environments to battle against in-person bullying. The results also have implications for stopping cyberbullying to achieve inclusive school education for all in the post-COVID-19 era.

What cultural values determine student self-efficacy? An empirical study for 42 countries and economies

“…What did students in Albania do differently? According to the findings of OECD (2019a , b) , from 2009 and 2018, student reports disciplinary climate generally improved ( López et al, 2022 ; Zhu and Teng, 2022 ) and were most likely to co-operation amongst their peers rather than competition ( Rudolf and Lee, 2023 ), and teachers were more passionate in their teaching and continued teaching until students understand ( Ortan et al, 2021 ; Liu and Wang, 2022 ). The results of the current research also provide a framework for ranking countries according to country-level student self-efficacy.…”

The Relationship between a Competitive School Climate and School Bullying among Secondary Vocational School Students in China: A Moderated Mediation Model

“…Chinese studies using PISA data have also addressed the relationship between school climate, school belonging, and school bullying. The results show that, in the context of Chinese schools, a positive school climate helps to reduce school bullying [64], and school bullying has a weakening effect on school belonging [65]. However, the relevant research is either aimed at general education students or focuses on a cooperative school climate; there is no direct research on the impact of a competitive school climate on the bullying of secondary vocational students.…”

“…show that, in the context of Chinese schools, a positive school climate helps to reduc school bullying [64], and school bullying has a weakening effect on school belonging [65] However, the relevant research is either aimed at general education students or focuse on a cooperative school climate; there is no direct research on the impact of a competitiv school climate on the bullying of secondary vocational students. From an internationa perspective, existing research based on the PISA data is relatively comprehensive, bu there is a lack of research on Chinese vocational school students.…”

Hubungan antara Tingkat Kebutuhan untuk Mendominasi dengan Kecenderungan Bullying pada Siswa di Lingkungan Sekolah: Analisis Faktor-faktor Psikologis dan Lingkungan Sekolah

“…Perundungan dikaitkan dengan 2.0 atau 3.7 kali risiko untuk mengalami PLE (Zhao et al, 2022). Dukungan emosional, instrumental, dan informasi dari guru, rasa memiliki siswa, lingkungan sekolah yang kooperatif, dan iklim disiplin kelas memainkan peran penyangga dalam korban perundungan, sementara persaingan di lingkungan sekolah secara negatif meningkatkan paparan perundungan secara keseluruhan (Zhu & Teng, 2022). Temuan ini menunjukkan bahwa menangani perundungan pada siswa membutuhkan pendekatan multifaset yang melibatkan kecerdasan emosional, strategi mengatasi masalah, partisipasi olahraga, dan iklim sekolah.…”