Relation Between Peer Victimization and Mental Health Among Chinese Students: Perceived School Climate and Covitality as Potential Moderators

Development and Validation of a Brief Bullying Behavior Scale: Examination of the Health Behavior in School-Aged Children (HBSC) Survey Bullying Items

“…Findings reveal that scores generated using the 19-item HBSC scale could be used for identification and progress monitoring of bullying behavior in schools, and comparisons of scores for male and female students appears appropriate. Finally, contrary to findings from the National Crime Victimization Survey suggesting female students are bullied more often than males (31% and 25%, respectively; [49,50], in the present study a comparison of the group means of the latent factors revealed that male and female students did not differ significantly in their reports of victimization. However, a significant difference was found in reports of involvement in bullying behavior, with female students reporting slightly lower involvement in bullying behaviors targeting other students.…”

The Relationship between Parent–Child Attachment, Belief in a Just World, School Climate and Cyberbullying: A Moderated Mediation

“…School climate refers to the quality of interpersonal interaction and opportunities for autonomy experienced or perceived by students at school [25]. A supportive school climate is associated with more positive cognition and behaviors of students [9,26]. The better the school climate perceived by middle school students, the lower the likelihood of their developing bullying behaviors [9].…”

“…For instance, a child's interpersonal style in school is usually affected by how they are interacting with their caregivers at home. Based on this theory, it is essential to consider not only individual factors, but also familial and environmental factors when it comes to individual behaviors, such as cyberbullying [7][8][9]. The current research intends to incorporate an important individual cognitive factor as an agent for familiar factors to exert its influence on cyberbullying.…”

The moderating roles of resilience and social support in the relationships between bullying victimization and well‐being among Chinese adolescents: Evidence from PISA 2018

“…Empirical evidence has revealed that resilience could buffer the negative influences of bullying victimization on well‐being (Víllora et al, 2020; Yubero et al, 2021; Zhu et al, 2022). Víllora et al (2020) found that resilience had a weak, yet significant, moderation effect on the relationship between poly‐bullying victimization and students' subjective well‐being.…”

“…Yubero et al (2021) reported that stronger associations between chronic bullying victimization and emotional well‐being were observed in less resilient university students than in more resilient peers. More recently, Zhu et al (2022) found that elementary and middle school students' resilience was a promotive factor compensating for the negative effects of peer victimization on mental well‐being. Therefore, grounded on the risk‐protective model of resilience (Garmezy et al, 1984) and previous research, we expect that resilience can regulate the link between bullying victimization and well‐being.…”