The Association between Externalizing and Internalizing Problems with Bullying Engagement in Adolescents: The Mediating Role of Social Skills

Sousa, Mariana Lopes de; Peixoto, Maria Manuela; Cruz, Sara

doi:10.3390/ijerph181910444

Cited by 13 publications

(6 citation statements)

References 77 publications

(126 reference statements)

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“…With the first hypothesis, we expected that positive psychological traits in childhood would be associated with and even predict lower callous-unemotional traits and higher empathy scores at age 14, and the data confirmed these assumptions: lower hyperactivity scores predicted lower scores for callous-unemotional traits, and lower negative peer relationships predicted higher scores for empathy. As such, the present results confirmed previous data on callousness [ 53 , 62 , 63 ] and empathy [ 64 , 65 , 66 ]. The data, however, expand upon the current literature in that such data were observed among a sample of typically developing children over a period of nine years.…”

Section: Discussionsupporting

confidence: 93%

“…Given the lack of previous research, we drew on findings from cross-sectional studies to formulate the following hypotheses. First, following other studies, we expected that positive psychological traits in childhood would be associated with and even predict lower callous-unemotional traits [ 53 , 62 , 63 ] and higher empathy scores [ 64 , 65 , 66 ] at age 14 (Hypothesis 1).…”

Section: Introductionmentioning

confidence: 93%

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The Origins of the Dark—Hyperactivity and Negative Peer Relationships, an Objectively Lower Sleep Efficiency, and a Longer Sleep Onset Latency at Age Five Were Associated with Callous-Unemotional Traits and Low Empathy at Age 14

Eisenhut¹,

Bahmani

Ngo

et al. 2023

JCM

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Background: Within the spectrum of emotional competencies, callous-unemotional traits are socially discouraged, while empathy is considered a socially much more accepted emotional trait. This holds particularly true for adolescents, who are still building up their social and emotional competencies. The aims of the present study were two-fold: First, longitudinally, to identify traits of behavioral problems and objective sleep dimensions at the age of 5 years to predict callous-unemotional traits and empathy at the age of 14 years. Second, cross-sectionally, to associate callous-unemotional traits and empathy with current insomnia, stress, and mental toughness. Methods: Preschoolers at the age of 5 years were contacted nine years later at the age of 14 years. At 5 years, parents rated their children’s behavior (Strength and Difficulties Questionnaire, SDQ); in parallel, children underwent a one-night sleep-EEG assessment. At the age of 14 years, adolescents completed a series of questionnaires covering callous-unemotional traits, insomnia, empathy, stress, and mental toughness. Results: A total of 77 adolescents (38.1% females) took part in the present study. Longitudinally, higher scores for hyperactivity at age 5 significantly predicted higher callous-unemotional traits at age 14. A higher score for negative peer relationships at age 5 significantly predicted lower scores for cognitive empathy at age 14. Further, objective sleep-EEG measures showed that a higher sleep efficiency and a shorter sleep latency was associated with lower scores for callousness. Cross-sectionally, higher scores for callous-unemotional traits were associated with higher insomnia and stress, while lower insomnia was associated with higher empathy. Mental toughness was unrelated to callous-unemotional traits and empathy. Conclusions: It appears that hyperactivity traits and negative peer relationships and more unfavorable objective sleep patterns at 5 years predicted socially discouraged callous-unemotional traits and low empathy during adolescence. Further, cross-sectionally at the age of 14, callous-unemotional traits, subjective poor sleep, and higher stress were associated.

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Section: Discussionsupporting

confidence: 93%

Section: Introductionmentioning

confidence: 93%

The Origins of the Dark—Hyperactivity and Negative Peer Relationships, an Objectively Lower Sleep Efficiency, and a Longer Sleep Onset Latency at Age Five Were Associated with Callous-Unemotional Traits and Low Empathy at Age 14

Eisenhut¹,

Bahmani

Ngo

et al. 2023

JCM

View full text Add to dashboard Cite

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“…Empathy is generally described as the ability to understand and share the emotional state of another and includes both cognitive and affective components that are closely related [ 23 , 24 ]. Overall, high levels of empathy appear to be associated with more positive developmental outcomes and more adaptive interpersonal behavior, which is associated with more prosocial behavior [ 24 ], less aggressive behavior [ 25 ], more positive peer relationships [ 11 , 26 ], fewer psychopathological symptoms [ 27 , 28 , 29 ], and better academic performance [ 30 ].…”

Section: Introductionmentioning

confidence: 99%

Exploring Multivariate Profiles of Psychological Distress and Empathy in Early Adolescent Victims, Bullies, and Bystanders Involved in Cyberbullying Episodes

Fabris

Longobardi

Morese

et al. 2022

IJERPH

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(1) Background: Adolescents may be involved in cyberbullying as victims, perpetrators, or to a lesser extent, victim–perpetrators simultaneously. The present research investigated differences between participants acting in different bullying roles—namely, bully, victim, or bully/victim—and bystander roles—namely, defending, passive bystander, and passive/defending; (2) Methods: We used multivariate analysis of covariance to determine how, in the same individuals, direct involvement in cyberbullying episodes compares to participating in them as by-standers in relation to both psychological distress and empathy; (3) Results: Both victims and bully/victims were found to be at increased risk for suicidal ideation, internalizing and externalizing symptoms, and emotional dysregulation compared with students who were neither victims nor perpetrators of cyberbullying episodes. Additionally, victims showed higher empathy scores when compared with bullies and bully/victims. All bystander roles showed increased emotional dysregulation compared with uninvolved students, but no differences emerged on other psychological distress measures. Finally, defending bystanders showed increased cognitive empathy. (4) Conclusions: During early adolescence, the direct experience of cyberbullying, as a bully or a victim (or both), show a stronger association with psychological distress than the mere participation in cyberbullying as a witness, regardless of the witness acting defensive toward the victim, or passive. However, both cyberbullying and bystanding roles provide a similar (small) explicative power over empathy variables.

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“…Social skill interventions had positive effects on increased self-esteem and reduced bullying behavior [ 34 ]. Social skills are evidenced to play a mediating role in the relationship between bullying behaviors and victimization bullying behaviors [ 35 ]. Even though both social skills and victimization have effects on self-esteem, it remains unclear whether the relationship between social skills and self-esteem depends on the condition of being bullied or not.…”

Section: Introductionmentioning

confidence: 99%

Bullying Victimization Moderates the Association between Social Skills and Self-Esteem among Adolescents: A Cross-Sectional Study in International Schools

Dou

Wongpakaran

et al. 2022

Children

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Background. Bullying is a major school problem. Victims of bullying often experience low self-esteem, whereas social skills are positively associated with the level of self-esteem. This research examined whether the victim’s condition impacted their social skills and self-esteem. Methods. International school students in Thailand aged 13 to 18 years old completed the Olweus bullying questionnaire, social capital questionnaire (SC), social skills questionnaire (SS), adolescent discrimination index (ADDI), and the Rosenberg self-esteem scale (RSES). Moderation analyses and visual presentations were carried out using IBM SPSS ver. 22 and PROCESS, ver. 4.0. Results. A total of 102 students participated (63% female). The mean age of the participants was 16.57 (SD = 1.42). The number of victims was 16 (15.7%), the mean (SD) for the SC, SS, ADDI, and RSES was 7.82 (2.37), 44.45 (9.40), 12.33 (9.82), and 27.85 (5.31), respectively. As predicted, those with high social skills reported greater self-esteem when they had never been bullied. The moderation effect was significant: B = 0.458, standard error = 0.203, 95% CI = −0.836 to −0.054. Additionally, the ADDI and SC were found to predict self-esteem. Conclusions. The significant moderation effect suggests the importance of identifying the victim’s condition when the association between social skills and self-esteem is not observed (as expected) among school adolescents. A longitudinal study to confirm the causal relationship should be encouraged. Further research on providing appropriate interventions along with social skill training for the victim group is warranted.

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The Association between Externalizing and Internalizing Problems with Bullying Engagement in Adolescents: The Mediating Role of Social Skills

Cited by 13 publications

References 77 publications

The Origins of the Dark—Hyperactivity and Negative Peer Relationships, an Objectively Lower Sleep Efficiency, and a Longer Sleep Onset Latency at Age Five Were Associated with Callous-Unemotional Traits and Low Empathy at Age 14

The Origins of the Dark—Hyperactivity and Negative Peer Relationships, an Objectively Lower Sleep Efficiency, and a Longer Sleep Onset Latency at Age Five Were Associated with Callous-Unemotional Traits and Low Empathy at Age 14

Exploring Multivariate Profiles of Psychological Distress and Empathy in Early Adolescent Victims, Bullies, and Bystanders Involved in Cyberbullying Episodes

Bullying Victimization Moderates the Association between Social Skills and Self-Esteem among Adolescents: A Cross-Sectional Study in International Schools

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