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Teachers’ responses to incidents of bullying among students can be important for bullying dynamics. Theoretical models of teachers’ intervention competence and the theory of planned behavior sugges...

The aim of the current study was to examine whether collective moral disengagement in the classroom was associated with bullying perpetration and victimisation. One-thousand-and-fifty-four students...

Purpose: The current study was designed to extend the results of an earlier study in which parental support was found to moderate the prospective relationship between bullying perpetration and subs...

We assessed whether the level of time-pressure reported by a school’s teachers is predictive of student bullying perpetration. We combined data from two surveys conducted in 129 schools in 2016: th...

The study involved examining the mediating effects of bystanders’ pro-bullying behaviors and defending behaviors between variables of school climate – teacher–student relationship, student–student ...

This study investigated the mediating and/or moderating role of pre-adolescent learners’ perception of their parent-child attachment on the relationships between perceived parenting dimensions (acc...

Objectives: Social scientists have devoted much theoretical and empirical attention to studying the correlates of bullying perpetration and victimization. Much less attention has been devoted to studying race differences in the correlates of bullying behaviors despite the importance of these when designing effective and focused prevention and intervention programs. Methods: Utilizing data from the 2009 to 2010 Health Behavior in School-Aged Children (HBSC) study in the United States, this study applies Bronfenbrenner’s ecological model to bullying in order to examine how various interrelated systems are associated with bullying perpetration, victimization, and their concordance in a nationally representative sample of adolescents. Results: Findings shown important similarities, as well as some differences, across race in how key parental and peer relationships relate to aspects of involvement in bullying. Directions for future research are noted.

This study investigated the gender-specific effects of social achievement goals – i.e., social development goals, social demonstration approach goals, and social demonstration avoid goals – on bull...

The aim of the present study is to explore whether caring relationships with parents and teachers might buffer the effects of friends’ assaultive behavior on bullying perpetration among urban Afric...

Bullying has damaging short-term and long-term consequences. Research suggests that perpetrators have low empathy and high moral disengagement, but relations between these variables are unclear and...

Research concerning bullying among female adolescents in Korea remains extremely limited. This study examined the impact of three different types of stressors (family stress, friendship stress, and school stress) on bullying perpetration among Korean female adolescents. Five middle schools were randomly selected from 11 schools in Pyeongtaek, Korea. Participants in the study were 374 female students in 7–9th grade. A linear regression analysis based on the different types of stressors was conducted. Findings indicate that family and school related stressors were significantly associated with bullying perpetration. Results supported Bronfenbrenner’s bioecological systems theory. Interventions to decrease family stress and school stress are supported for Korean female adolescents engaged in bullying perpetration.

The current study applied an opportunity perspective and an individual trait approach to explain the link between bullying perpetration and victimization among early adolescents in South Korea. Thi...

Numerous studies have examined adolescent attitudes toward bullying, but limited research has explored college students’ attitudes toward victims of bullying. Using data collected from three southern universities (n = 1,135), the current research investigates demographic, experiential, and behavioral factors that are likely to influence whether university students attribute blame to bullying victims. Findings indicate that most university students report prosocial attitudes toward bullying. Victim blaming and minimizing attitudes were most common among males, heterosexuals, and those with a history of prior bullying perpetration during junior high or high school. Individuals reporting a higher frequency of drug use were significantly more likely to support victim blaming attitudes, and those who engaged in more frequent alcohol use were significantly more likely to minimize bullying.

This article is based on the accounts of 29 boys identified as having severe social, emotional and behavioural difficulties (SEBD) who were attending a residential school in New Zealand. Through in-depth, semi-structured and focus group interviews, a number of salient features of their schooling experiences emerged. One of these features was the experience of bullying. Despite the intuitive connection between SEBD and bullying, little research has directly examined its impact on these students. Results indicated that these students are at increased risk for both victimisation and bullying perpetration and highlight the association between a lack of positive relations with peers and the increased chance of being bullied. The findings also suggested that limitations in teachers’ understanding of bullying and their effectiveness in addressing this play a role in its perpetration.

Significant gaps in the bullying research literature remain, calling for an urgent need for empirical studies across a number of areas. These include the need for studies to address conceptual, definitional, and measurement issues; the social and psychological processes related to the development and persistence of bullying; and the intersection of bullying perpetration and bullying victimization with mental health issues. This article provides a brief overview of some critical contemporary research issues and identifies some research gaps requiring further investigation. It is concluded that additional research is needed to address emerging policy and funding priorities related to bullying.

Bullying perpetration and victimisation are common issues confronting schools. To understand the extent of bullying in schools and differences in the experiences of boys and girls, longitudinal studies of different subtypes of bullying perpetration and victimisation are essential. The current study aims to describe the rates of bullying perpetration (non-technology-based [traditional] bullying, cyberbullying and relational aggression) and victimisation (traditional face-to-face bullying, and cyberbullying) in a sample of almost 800 Grade Nine students in Victoria, Australia, followed up in Grades 10 and 11. In the current paper, data from Grades 9 to 11 are described and analysed. The results showed that the most common form of bullying in Grades 9–11 was relational aggression, with up to 72% of boys and 65% of girls in Grade Nine reporting that they engaged in relational aggression. In Grades 9–11 rates of traditional bullying perpetration and relational aggression were higher in boys than girls, whereas...

The current study examined the relations among self-esteem, approving normative beliefs about bullying, school climate, and bullying perpetration using a large, longitudinal sample of children from elementary, middle, and high school. Self-report surveys were collected at two points in time over the course of 1 year from 7,299 ethnically diverse students (47.8% males, 52.2% females) in 5th, 8th, and 11th grades in 78 schools or community centers across Colorado. Results of ordinary least squares regression analyses indicated that self-esteem, school climate, and normative approval measured at Time 1 significantly predicted self-reported bullying perpetration 1 year later at Time 2, controlling for Time 1 bullying. Further, the effect of self-esteem on bullying perpetration was moderated by perceptions of school climate. When perceptions of school climate were negative (indicating poor school climate), high self-esteem predicted higher levels of bullying perpetration. In contrast, when perceptions of schoo...