Traditional school bullying and cyberbullying in Chinese societies: Prevalence and a review of the whole-school intervention approach

Chan, Heng Choon; Wong, Dennis S. W.

doi:10.1016/j.avb.2015.05.010

Cited by 235 publications

(156 citation statements)

References 108 publications

(194 reference statements)

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“…Risk of exposure may vary in different geographic regions. Boys are more likely to be engaged in bullying both as victims or perpetrators than are girls in some Asian countries (Chan & Wong, 2015;Yang et al, 2013); while females are more likely than males to report being bullied in some Western countries (Rigby & Johnson, 2016). Researchers have found significant associations between social media use and online or cyber victimisation or cyber perpetration (Mishna, Khoury-Kassabri, Gadalla, & Daciuk, 2012;Zhou et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…This type of interpersonal aggression has been studied for over thirty years in Western countries (Smith, 2016) and more recently in North Asian countries, such as Japan (Toda, 2016;Yoneyama & Naito, 2003), Korea (Yang et al, 2006(Yang et al, , 2013 and China (Chan & Wong, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…At the individual level, numerous factors have been linked with bullying roles, such as younger age (Chan & Wong, 2015;Hong & Espelage, 2012) and male gender. Risk of exposure may vary in different geographic regions.…”

Section: Introductionmentioning

confidence: 99%

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Temporal patterns and predictors of bullying roles among adolescents in Vietnam: a school-based cohort study

Dunne

Campbell

et al. 2017

Psychology, Health & Medicine

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Although many cross-sectional studies have examined bullying experiences and correlated factors among adolescents in schools, relatively little is known about the extent to which bullying roles are stable or fluid over time. This short-term quantitative longitudinal study in Vietnam examined temporal patterns and predictors of bullying roles over an academic year. A total of 1424 middle and high school students aged 12-17 years completed two anonymous, self-administered questionnaires six months apart in 2014 and 2015. Young people were classified into different bullying roles as follow: not-involved (38.9%), victims only (24%), bullies only (6.6%), and bully-victims (40.4%) across the two times. About 60% of all surveyed students experienced bullying either as victim, bully, or bully-victim during the year. Of these students, nearly three in four indicated unstable bullying roles over time. Multivariate multinomial logistic regressions indicated factors ranging from individual (age, gender, and mental health) to family (social support, parental supervision and monitoring, witnessing parental violence, and conflict with siblings), school (perceived social support, teachers' attempt to stop bullying at school), and peers (social support, students' attempt to stop bullying at school) have significant associations with levels of bullying involvement. Implications for bullying prevention programs nationally and internationally are discussed.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Temporal patterns and predictors of bullying roles among adolescents in Vietnam: a school-based cohort study

Dunne

Campbell

et al. 2017

Psychology, Health & Medicine

View full text Add to dashboard Cite

show abstract

“…Moreover, from an educational perspective, these students, compared with their peers, experience weaker school performance (7). Bullying is practiced in such different forms as physical, verbal, communicative, and/or web-related types (8). Similar to the traditional bullying, cyber-bullying is also an aggressive act repeated to harm someone unable to defend him/herself (8).…”

Section: Introductionmentioning

confidence: 99%

“…Bullying is practiced in such different forms as physical, verbal, communicative, and/or web-related types (8). Similar to the traditional bullying, cyber-bullying is also an aggressive act repeated to harm someone unable to defend him/herself (8).…”

Section: Introductionmentioning

confidence: 99%