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Precursors and consequences of bullying have been widely explored, but much remains unclear about the association of moral and motivational factors. This study examined longitudinal associations between need for popularity, moral disengagement, and bullying perpetration. A total of 3017 participants, aged 11 to 16 years in wave 1 (49% girls; Mage = 13.15, SD = 1.09), were surveyed across four waves with six-month intervals. At the between-person level, cross-lagged modeling revealed a positive bidirectional association between moral disengagement and need for popularity; bullying perpetration was predicted by both need for popularity and moral disengagement. From the within-person level, random intercept cross-lagged analyses revealed that need for popularity predicted both moral disengagement and bullying perpetration. The results highlight the interplay between motivational and moral mechanisms that underlies bullying behavior.

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...

Prior work on has demonstrated that irritability and anxiety are associated with bullying perpetration and victimization, respectively. Even though symptoms of irritability and anxiety often occur concurrently, few studies have tested their interactive effects on perpetration or victimization. The current study recruited 131 youths from a broader program of research that examines the pathophysiology and treatment of pediatric irritability and anxiety. Two moderation tests were performed to examine concurrent irritability and anxiety symptoms and their relation to perpetration and victimization of bullying. More severe anxiety was associated with greater victimization. However, more severe irritability was associated with, not just greater perpetration, but also greater victimization. An irritability-by-anxiety interaction demonstrated that youths with more severe irritability and lower levels of anxiety engaged in more perpetration. Our findings suggest a more nuanced approach to understanding how the commonly comorbid symptoms of irritability and anxiety interact in relation to peer-directed behavior in youths.

Previous studies have reported a longitudinal association between cybervictimization and suicidal thoughts and behavior. However, the relationship between cyber-perpetration and prospective suicide risk remains unclear. The sample was composed of 2150 at-risk adolescents (mean age 15.42), enrolled in Vocational Education and Training high schools in Israel. Cyberbullying, traditional bullying, depression, hostility, serious suicidal ideations, and suicide attempts were assessed through self-report questionnaires at the beginning of the school year and one year later. All types of victimization and preparation were cross-sectionally associated with suicide ideation and attempts. Longitudinal associations were found between cyber-perpetration and suicidal ideation/attempts. Cyber-perpetrators were found to be over twice more likely to report serious suicidal ideation (OR = 2.04) or attempt suicide (OR = 2.64) in the subsequent year compared to noninvolved adolescents. These associations were significant even after adjusting for baseline depression, hostility, and traditional bullying. Traditional bullying perpetration was prospectively associated with suicide attempts. Traditional victimization was cross-sectionally associated with suicide ideation and attempts but not prospectively. Cybervictimization was prospectively associated with suicide ideation but not to suicide attempts. The findings demonstrate the prospective risk of involvement in bullying in regard to suicide ideation and behavior. Cyberbullying was found to be a somewhat differentiated phenomena from traditional bullying.

Background Presently, 1 in 4 Lebanese adolescents is involved in bullying, with 12% being perpetrators. In Lebanon, around 90% of bullying incidents occur in schools. Given the lack of studies tackling bullying perpetration in Lebanon, this study aims to identify and target risk factors of bullying perpetration among Lebanese adolescents, which would serve future prevention and intervention programs. Methods This cross-sectional study took place between January and May 2019 in a proportionate random sample of schools from all Lebanese districts. A total of 1810 (90.5%) out of 2000 students accepted to participate. Results Results showed that 831 (49.1%, CI: 0.46–0.51) participants had bullied other people. A stepwise linear regression, using as the dependent variable the bullying perpetration score, showed that higher psychological (β = 0.12; 95% CI 0.083–0.176), sexual (β = 0.26; 95% CI 0.128–0.411), neglect (β = 0.08; 95% CI 0.051–0.120), physical abuse (β = 0.13; 95% CI 0.036–0.235), higher internet addiction (β = 0.07; 95% CI 0.057–0.097), higher social fear (β = 0.10; 95% CI 0.075–0.140), and having separated parents (β = 1.60; 95% CI 0.561–2.650) were significantly associated with more bullying perpetration. Higher social avoidance (β = − 0.03; 95% CI -0.062- -0.003) was significantly associated with less bullying perpetration. Conclusion The results revealed that bullying perpetration is significantly associated with parental status, child abuse, internet addiction, and social fear. Educational and relevant governmental institutions could use our findings to develop and implement efficient bullying prevention and intervention programs for all involved parties.

Child maltreatment has a critical impact on the lives of children. Maladaptive parenting may interrupt the process of establishing healthy peer relationships as the quality of parent-child bonds determines positive or negative child outcomes. Although maladaptive parenting is known as a risk factor for predicting bullying perpetration and victimization, there has been little consideration of its developmental influences. We aimed to investigate the association between trajectories of parental maltreatment and peer bullying experiences from childhood to adolescence in Korea. Four waves of the nationally-representative Korean Children and Youth Panel Survey were used to assess parental abuse and neglect from grades four to seven (N = 2179; age range from 10–11 to 13–14). Latent class growth analysis identified trajectories of maltreatment, and logistic regression highlighted the relationship between derived trajectories and bullying engagement. Three latent groups of maltreatment trajectories were found and were named as low (59.26%), high neglect (30.02%), and high abuse (10.72%). Results from the logistic regression indicated that the high abuse trajectory was more strongly associated with higher rates of both bullying perpetration and victimization than the low trajectory. This study has implications for identifying long-term influences of abusive parenting in contrast to neglectful parenting over the course of childhood for engagement in adolescent bullying behavior. Findings may provide insights for prevention, intervention, and school bullying policies regarding developmental trajectories of maladaptive parenting.

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...

The present study examined the direct and indirect effects (via moral disengagement) of violent video game playing on bullying/cyberbullying perpetration in early adolescents. The study included 479 middle school students aged 11–14 years (M = 13.06, SD = .76). Of the participants, 216 (45.1%) were girls and 263 (54.9%) were boys. The measures included violent video game playing, moral disengagement, bullying, and cyberbullying perpetration scales. The significance of indirect effects was estimated using 5000 bootstrap samples and 95% bias-corrected confidence intervals. The findings showed that violent video game playing was directly and positively associated with early adolescents’ bullying perpetration. Also, violent video game playing was indirectly associated with early adolescents’ bullying and cyberbullying perpetration through moral disengagement. Finally, moral disengagement both predicted bullying and cyberbullying perpetration. Findings provided evidence for the role of violent video game playing and moral disengagement for early adolescents’ bullying and cyberbullying perpetration. Limitations and implications of the findings are discussed and future directions are provided.

Although parental monitoring often reduces youth risk behaviors, some research on bullying perpetration has found that parental monitoring deters bullying while other research has found a null effect or a positive effect. We investigated the bidirectional relationships of bullying perpetration and parental monitoring from age 11 to 18 years, leveraging data from four middle and six high schools in the Midwest ( N = 3,549 students). We observed within-student stability in bullying perpetration and parental monitoring across time. Bullying perpetration had a prospective, negative association with parental monitoring from ages 11 to 12. However, parental monitoring predicted lower levels of bullying perpetration from ages 13 to 14. In early adolescence, youth who bully may be emboldened by a lack of perceived parental monitoring. Parental monitoring through establishment of house rules and awareness of risk during early to middle adolescence may deter bullying perpetration.

The purpose of the study is to explore whether the association between types of parenting styles and bullying and victimization are similar across White American, U.S.-born Asian, and foreign-born Asian adolescents. Authoritative parenting, which is characterized as being supportive and showing acceptance, is positively related to psychological well-being among White American youth. However, due to different cultural norms in parenting style, Asian parents whose parenting style appears to be controlling and lacking in warmth might differentially affect their children’s behavior and socialization in school. Sample was drawn from the 2009–2010 Health Behavior in School-Aged Children (HBSC) U.S. study. The most recent data were collected in the United States from 2009 to 2010. HBSC consisted of adolescents, aged 11, 13, and 15 years. The sample for the present study includes 1438 adolescents who identified as White American, U.S.-born Asian, or foreign-born Asian. Univariate analyses, bivariate analyses, and multiple linear regression analyses were conducted. The regression analysis was conducted separately for bullying victimization and perpetration across foreign-born Asians, U.S.-born Asians, and White Americans. Among foreign-born Asians, mother’s non-involvement was positively associated with bullying victimization. Among U.S.-born Asians, father’s non-involvement was found to be positively associated with bullying victimization, and authoritarian parenting was positively associated with perpetration. Among White Americans, both authoritative parenting and mother’s non-involvement were positively related to bullying perpetration. This study highlights the importance of understanding the association between types of parenting styles and adolescent bullying and victimization.

In the last few decades, bullying has been considered a widespread problem for schools around the world. However, there are few longitudinal studies analyzing the evolution of bullying victimization and perpetration behaviors during middle school transition.In the present study we have employed a longitudinal approach, with assessment throughout two consecutive school years to analyze if middle school transition to analyze the influence that school location and two dimensions of school climate (student-student relationships and teacher-student relationships) have upon bullying victimization and perpetration behaviors during middle school location The study also analyzed if there are gender differences in the these relationships.Results indicate that, during middle school transition, victimization behaviors remained constant, whereas bullying perpetration behavior decreased significantly. However, for boys victimization behaviors increased, whereas there were no diferences between genders in the evolution of bullying perpetration behaviors. Also, students that reported more positive perceptions of teacher-student relationships displayed a larger decrease in bullying victimization and perpetration behaviors. Additionally,students who transited to rural middleschoolsreported a more negative trajectory in bullying victimization and perpetration behaviors than students that went to urban middle schools.Thus, it is possible to conclude that middle schools’ characteristics influence the evolution of bullying victimization and perpetration behaviors during middle school transition, which highlights the need for schools to invest in the promotion of a positive school climate.

There is a paucity of research on developmental trajectories of bias-based aggression. We examined homophobic bullying victimization trajectories among high school students (N = 3,064; M age = 13.67; Girls = 50.2%) and how these developmental pathways vary as a function of factors like homophobic bullying perpetration, sex assigned at birth, and sexuality. Using data from a 3-wave longitudinal investigation over a 2-year period, we utilized latent growth mixture modeling to explore the aforementioned trajectories. Findings suggested that there were three distinct classes characterized by high initial rates and declines over time, low initial rates, and increases over time, and low, stable, rate across time. Furthermore, results indicated that homophobic bullying perpetration, sex assigned at birth, and sexuality all predicted class membership.

This study tested two theories designed to explain the bullying perpetration–victimization relationship. Peer delinquency was hypothesized to mediate the pathway from bullying perpetration to victimization, in line with opportunity, lifestyle, and routine activities theories, and anger was held to mediate the pathway from bullying victimization to perpetration as set forth in general strain theory. These pathways were tested in a sample of 3,411 youth (1,728 boys, 1,683 girls) from the Longitudinal Study of Australian Children. A causal mediation analysis performed on three nonoverlapping waves of data, in which prior levels of each predicted variable were controlled, uncovered support for peer delinquency as a mediator of the perpetration–victimization pathway but failed to identify anger as a mediator of the victimization–perpetration pathway. Additional research is required to identify a mediator for the victimization–perpetration pathway and determine whether variables other than peer delinquency mediate the perpetration–victimization pathway.

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...

Joint growth trajectories of bullying perpetration and victimization were examined using 5-year panel data (2004–2008) from a sample of 2,844 South Korean adolescents between the ages of 11 and 15 (fourth to eighth grade). The second-order growth mixture model revealed three distinct subgroups: bully-victims to low bully-victims transition (9.9%); moderate bully-victims to victim transition (6.8%); and a limited involvement/stable group (83.3%). Respondents with less self-control who associated with delinquent peers were more likely to be members of both the bully-victims to low bully-victims transition and the moderate bully-victims to victim transition groups, compared with the limited involvement/stable group. Relative to the limited involvement/stable group, adolescents with less self-control were more likely to be members of both transition groups even after controlling for opportunity measures. Delinquent peer associations partially mediated these associations.

Empathy has been often negatively associated with bullying perpetration, whereas tendencies to be exploitative have been relatively understudied with bullying. Empathic concern and exploitation may also indirectly link distal social-ecological factors to bullying perpetration. Therefore, the associations among personality (i.e., empathic concern, exploitation), self-perceived social-ecological factors (school bonding, social resources), and bullying perpetration were examined in a sample of 531 adolescents across three years of high school in Ontario, Canada (i.e., Grades 9 to 11; mean age 14.96 [SD = 0.37] in Grade 9). As expected, exploitation had concurrent and longitudinal associations with bullying, but unexpectedly empathic concern only had concurrent associations and no longitudinal associations with bullying. Also as expected, exploitation indirectly linked self-perceived social resources to bullying perpetration, but unexpectedly there were no indirect effects with empathic concern. Findings suggest a complex social ecology whereby a lack of empathic concern may remain an important correlate of bullying within each year of high school, whereas exploitative tendencies may be an important predictor of bullying across the high school years, including to strategically leverage self-perceived social resources.

This study assessed longitudinal associations between bullying and intimate partner violence (IPV) among adolescents and young adults in a U.S.-based cohort study. Participants (N= 5,279) reported past-year bullying when they were 14–20 years old and reported lifetime experiences of IPV when they were 20–27 years old. The results indicate that participants reporting being bullied more than twice were at elevated risk of IPV victimization compared to participants reporting no bullying victimization, adjusting for bullying perpetration and covariates. Participants reporting bullying others once or more were at elevated risk of IPV perpetration compared to participants reporting no bullying perpetration, adjusting for bullying victimization and covariates. There was no evidence that the associations differed by gender. Results suggest that adolescents carry forward behaviors from their peer relationships to their dating relationships. Findings may have implications for school-based programs, which should explicitly integrate IPV prevention into bullying prevention efforts.

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 present study examined whether having had an incarcerated adult family member was associated with youth bullying perpetration. The study also examined whether exposure to delinquent peers’ norms, trauma, and externalizing behaviors mediated the link between adult family member’s incarceration and bullying perpetration. The study sample consisted of 638 African American adolescents, aged 13 to 21, in Chicago’s Southside. Major findings indicated that 46.8% of the study participants reported bullying perpetration (i.e., at least 1 to 2 times in the past 30 days). Moreover, an adult family member’s incarceration history was found to be positively associated with having peers who endorsed delinquent norms, trauma, and externalizing behaviors, which were linked to youth’s bullying perpetration. Programs addressing youth bullying need to consider the family dynamics.

Using data gathered from 757 college students in South Korea, the current study examines applicability of situational action theory (SAT) to online bullying perpetration (OBP). Specifically, the current study focuses on testing interplays between motivations in the criminogenic online setting (temptation and provocation) and individual propensities (morality and self-control) as well as interplay between two individual propensities on OBP. Results show that morality significantly buffers the effects of provocation on OBP as expected, while morality unexpectedly enhances effects of temptation on OBP. Moreover, the current study found no significant interaction between two propensities, morality and self-control. Thus, future studies should focus on examining how roles of morality vary depending on different types of offenses and contexts.

Relationships with parents and peers are crucial for children's socialization, but how parent–child and peer relationships mutually affect each other is not well understood. Guided by spillover theory, we zoomed in on the bidirectional interplay between parental rejection and warmth on the one hand and peer victimization on the other, and examined whether children's maladjustment symptoms mediated hypothesized cross-domain spillover effects. Data stem from five waves of the longitudinal KiVa study among 9,770 children (50% boys; mean age = 9.16, standard deviation = 1.29). Results from random intercept cross-lagged panel models showed that higher parental rejection and lower parental warmth predicted increases in peer victimization and vice versa across waves, thus supporting the bidirectional model. Moreover, spillover from parent–child rejection and warmth to peer victimization was partially driven by children's depressive symptoms and bullying perpetration. Vice versa, spillover from peer victimization to parent–child rejection and warmth was partially driven by children's social anxiety, depressive symptoms, conduct problems, and bullying perpetration. Thus, children might get caught in persistent problems in two important social domains, and these two domains influence each other through children's maladjustment. Family and school interventions should be integrated to prevent a downwards spiral.

The purpose of this study was to investigate the latent structure type (categorical vs. dimensional) of bullying perpetration in a large sample of middle school students. A nine-item bullying scale was administered to 1,222 (625 boys, 597 girls) early adolescents enrolled in middle schools in a Midwestern state. Based on the results of a principal axis factoring analysis, the nine items were organized into four homogeneous scales. These scales were then used as indicators in a taxometric analysis of the bullying perpetration construct. According to the results of three nonredundant taxometric procedures (mean above minus below a cut, maximum covariance, and latent mode factor analysis), the total sample showed evidence of dimensional or continuous latent structure, but the male and female subsamples produced outcomes that were more ambiguous. Because the indicators were highly skewed and leptokurtic, raw scores were converted to rank normalized scores and the taxometric analyses recomputed. These recomputed analyses provided unequivocal support for dimensional latent structure in the total sample as well as in both subsamples. From these results, it was surmised that bullying perpetration is continuously organized and that rank normalized scores may improve the interpretability of taxometric findings derived from highly nonnormal indicators.

Bullying perpetration has been proposed to be a strategic behavior used by adolescents to compete for social resources, yet the co-development of bullying perpetration and trait hypercompetitiveness is understudied. The joint developmental trajectories of self-rated bullying perpetration and parent-rated hypercompetitiveness were investigated in a sample of adolescents and childhood social, emotional, and physical predictors were explored.In a sample of 607 adolescents (Using latent class growth analyses, the three expected joint trajectory groups of primary interest were found: (1) a pattern of moderate stable bullying perpetration and high increasing hypercompetitiveness (high-risk group), (2) a pattern of low decreasing bullying and high increasing hypercompetitiveness (hypercompetitive only group), and (3) a pattern of low decreasing bullying and low stable hypercompetitiveness (low-risk group). Adolescents reflecting the high-risk joint trajectory pattern were differentiated from adolescents reflecting the other two trajectory patterns by having more adverse childhood social, emotional, and physical predictors.Findings indicate that bullying is a developmental and context-dependent behavior that can reflect trait hypercompetitiveness. Bullying prevention efforts should focus on reducing emphasis on outcompeting peers and instead facilitate a sense of self-acceptance, awareness, and accomplishment within prosocial school and family environments.

Our work aimed to study the relationships between different dimensions of school climate, moral disengagement, empathy, and bullying behaviors (perpetration and victimization). The study sample consisted of 629 students (304 boys and 325 girls) aged 12–14 years (M= 12.55,SD= 0.67). Results showed how different dimensions of school climate predicted moral disengagement, empathy, and victimization, and these, in turn, predicted bullying perpetration. The results show the need to generate favorable educational environments to reduce the levels of moral disengagement and victimization and to increase empathy in students as a strategy to prevent negative consequences related to bullying.

Previous research has shown that many school-based anti-bullying programs are effective. A prior meta-analysis (Gaffney, Ttofi, & Farrington, 2019) found that intervention programs are effective in reducing school-bullying perpetration by approximately 19-20% and school-bullying victimization by approximately 15-16%. Using data from this prior meta-analysis, the aim of the current study was to examine the relationship between effectiveness estimates and specific elements of anti-bullying programs. Specific intervention components in line with a socio-ecological framework were coded as present or absent. Components were coded on the following levels: school, classroom, teacher, parent, peer, individual, and intervention. Meta-analytical subgroup comparisons analogous to ANOVA were computed to examine the relationship between the presence of specific components and the effectiveness in reducing bullying perpetration (n = 82) and victimization (n = 86). Results indicated that the presence of a number of intervention components (e.g., whole-school approach, anti-bullying policies, classroom rules, information for parents, informal peer involvement, and work with victims) were significantly associated with larger effect sizes for school-bullying perpetration outcomes. The presence of informal peer involvement and information for parents were associated with larger effect sizes for school-bullying victimization outcomes. Meta-regression analyses showed no significant relationship between effectiveness and the number of intervention components included in a program. The present report contributes to the understanding of 'what works' in reducing school-bullying perpetration and victimization. The impact of these findings on future anti-bullying research is discussed.

It has previously been hypothesised that individuals with elevated ADHD symptoms are at greater risk of bullying perpetration and victimization; however, a lack of high-quality longitudinal data has meant that this hypothesis is yet to be adequately tested. Using autoregressive latent trajectory models with structured residuals (ALT-SR) and four waves (ages 11, 13, 15 and 17) of longitudinal data from the BLINDED STUDY NAME (n=1526, 52% male), we evaluated the developmental relations between ADHD and bullying using both self- and teacher-reported ADHD symptom data. Analyses suggested that ADHD symptoms primarily increase the risk of bullying perpetration, with a within-person effect of ADHD symptoms on bullying perpetration symptoms identified across ages 13 to 15 (β=.13) and ages 15 to 17 (β=.19) based on self-reported ADHD symptoms; and a similar effect identified across ages 11 to 13 (β=.24) and 13 to 15 (β=.29) based on teacher-reported inattention symptoms. There were also some indications of reciprocal effects and effects involving victimization that merit further exploration in future research. Results imply that the content of bullying intervention and prevention programs should take account of ADHD symptoms in order to ensure that those with elevated ADHD symptoms can benefit from these interventions as much as their typically developing peers. This will involve addressing bullying perpetration that may reflect impulsive/reactive aggression and impaired social skills rather than instrumental aggression. Further, programs should go beyond classical curriculum/classroom-based delivery to ensure that individuals with elevated ADHD symptoms can be successfully engaged.

The purpose of this study was to address frustration intolerance related to bullying among adolescents. We investigated how sociodemographic characteristics and intolerance frustration beliefs are related to four bullying roles (pure victim, bully-victim, pure bully and noninvolved). This cross-sectional study featured a sample of 1124 French adolescents (616 girls and 508 boys), who completed the revised Olweus Bully/Victim Questionnaire and Frustration Discomfort scales. Results revealed that adolescents involved in bullying expressed more irrational frustration intolerance beliefs than their noninvolved peers. Entitlement, emotional intolerance and achievement frustration were positively associated with victimization, but only entitlement emerged as a significant predictor of victim status in a logistic regression analysis. Entitlement and achievement frustration were positively associated with bullying perpetration, but entitlement only emerged as a significant predictor of bully status in the regression analysis. The present findings show that entitlement is the type of frustration intolerance belief that contributes the most to bullying involvement. Interventions targeting irrational entitlement beliefs and reinforcing rational ones could be considered when dealing with adolescent bullying.

Objective The joint developmental trajectories of empathic concern and perspective taking were examined across adolescence, along with childhood social and psychological predictors. Method Adolescents completed self-report measures of empathy annually from Grades 7 to 10 (i.e., ages 13 to 16; N = 609; 53.9% girls; 76.2% White). Childhood social and psychological predictors were assessed in Grades 5 and 6 using self- and parent-reports. Results As predicted, the majority of individuals reflected a joint trajectory of moderate stable empathic concern and moderate increasing perspective taking (31.9%), followed by joint high increasing (17.2%) and joint low stable (7.4%) empathy. Fewer adolescents reflected joint trajectories of being high on one form of empathy but not the other (e.g., high empathic concern only, 1.6%; high increasing perspective taking only, 2.8%). High increasing perspective taking was a better indicator of high increasing empathic concern than the reverse. Higher childhood hyperactivity, higher bullying perpetration, and lower perceived school climate were prominent predictors of developing low levels of at least one form of empathy, but childhood anxiety was a predictor of developing high empathy. Conclusions The skills and abilities associated with perspective taking and empathic concern should be promoted, with special attention paid to early indicators of affective, cognitive, and behavioral self-regulation.

Research on bullying and cyberbullying is advancing at the international level, but there are some geographic areas where the number of studies on these topics still needs to be increased. More research about bullying and cyberbullying is needed in Poland and validated questionnaires to measure these two aggressive behaviors could be useful. This study was conducted with 1052 Polish elementary and middle school students. Two European questionnaires to measure bullying and cyberbullying were validated and different bullying behaviors and roles were described. It was found that rates of bullying and cyberbullying in Poland are high. Bullying is more prevalent than cyberbullying. Bullying victimization was more prevalent in girls and in younger children when compared to boys and adolescents. Bullying perpetration and being a bully/victim were more prevalent in boys and adolescents when compared to girls and younger children. Involvement in any cyberbullying role was more prevalent in adolescents than in younger children. Being a cyberbully/victim was more prevalent in boys, and no gender differences were found in other cyberbullying roles. There was a strong overlap between bullying and cyberbullying. Results of this study have implications for policy and practice and show that anti-bullying programs in Poland are needed.

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 detrimental consequences among school aged children. As a response to the need to understand the causes of bullying, the current study relied on General Strain Theory to assess the impacts of strains on bullying behaviors for adolescents. Furthermore, this study was one of the first to investigate the mediator role of negative emotions when the consequence of strains was bullying perpetration. The international dataset, Health Behavior in School-Aged Children (HBSC) study 2009–2010 cycle, served as a source of this study's sample which provided a U.S. based nationally representative sample (n = 12,642, students aged 10–17). Results indicated that peer victimization predicted bullying perpetration through the mediating effect of negative emotion. Experiencing more negative emotion was associated with comparatively more bullying behaviors in adolescents (p = 0.006). In addition, immigrant youth were less likely than native-born individuals to bully others (p

Rates of victimization and bullying perpetration may vary by adolescents’ health status. The purpose of this study was to examine risk for bullying and victimization while considering multiple health conditions and health-related behaviors. Self-reported data were collected from 64,670 youth (50.3% female; 48.8% White; 25.7% Black/African American) enrolled at 107 middle and high schools across the state of Maryland. Two-level logistic regressions examined the association between health conditions and other health-related behaviors (i.e., physical activity, asthma, healthy eating, sleep troubles, obesity, and being overweight) and bullying. Results indicated that obese youth had higher odds of being a victim or bully-victim. Youth with asthma were more likely to be victimized, both in-person and online, and were more likely to be cyberbully-victims. Sleep difficulties were consistently associated with involvement in bullying, having higher odds of being a victim or bully-victim in-person and online as well as higher odds of perpetration of bullying. In contrast, healthy food consumption was associated with significantly lower odds of bullying perpetration, and physical activity was associated with significantly lower odds of being a bully-victim. Taken together, the findings suggest that various conditions and health-related behaviors may be important risk factors for both bullying victimization and perpetration.

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.

Bullying and cyberbullying are extremely damaging violent behaviors present in schools. A promising research line focuses on social and emotional competencies in relation to bullying and cyberbullying. The aim of this study was to describe social and emotional competencies in Spanish adolescents in relation to age and gender and to find out if the level of social and emotional competencies was related to different bullying and cyberbullying roles. This study was conducted with a representative sample of 2139 adolescents enrolled in 22 schools. Social and emotional competencies differed by gender and age. Bullying and cyberbullying perpetrators and bully-victims scored low in social and emotional competencies. There was no significant difference between victims and uninvolved students. Controlling for age and gender, low social awareness and prosocial behavior were independently related to bullying perpetration and being a bully-victim. Low responsible decision making was related to being a bully-victim and being a cyberbully-cybervictim. These findings suggest that social and emotional competencies can protect adolescents against bullying and cyberbullying but future studies are needed to establish possible causal relationships between these competencies, bullying and cyberbullying.

Bullying is a serious public health issue among children and adolescents in the United States. Existing national data sources provide limited current information about involvement in bullying among youth. The purpose of this study was to estimate the prevalence of parent-reported bullying victimization and perpetration among U.S. children and adolescents ages 6–17 years using nationally representative data, and to examine health-related factors associated with bullying experiences. We conducted secondary data analysis of the 2016 National Survey of Children’s Health, and stratified the sample by age (6–11 years, 12–17 years). We performed bivariate analyses to examine prevalence of bullying experiences according to demographic characteristics, health conditions, health behaviors, health services, and family environment. Using multivariable logistic regressions, we assessed the association between these factors and bullying experiences. Results showed that 22.7% of U.S. children and adolescents were bullied by others and 6.4% bullied others. The rate of bullying victimization was slightly higher among 6–11 year olds than among 12–17 year olds (24.1 vs. 21.1%, p = 0.011). The rate of bullying perpetration was 7.2% among children and 5.6% among adolescents but the difference between age groups was not statistically significant (p = 0.086). Several health conditions and health services factors were associated with either bullying victimization or perpetration, including special health care needs, internalizing problems, behavior or conduct problems, speech or other language disorders, autism, and unmet need for mental health treatment or counseling. Bullying victimization was also strongly associated with 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...

Bullying is often ongoing during middle- and high-school. However, limited research has examined how cumulative experiences of victimization, perpetration, and bystander behavior impact adolescent behavioral and mental health and academic achievement outcomes at the end of high school. The current study used a sample of over 8000 middle- and high-school students (51% female; mean age 12.5 years) from the Rural Adaptation Project in North Carolina to investigate how cumulative experiences as a bullying victim and perpetrator over 5 years, and cumulative experiences of bystander behavior over 2 years impacted students’ aggression, internalizing symptoms, academic achievement, self-esteem, and future optimism. Following multiple imputation, analysis included a Structural Equation Model with excellent model fit. Findings indicate that cumulative bullying victimization was positively associated with aggression and internalizing symptoms, and negatively associated with self-esteem and future optimism. Cumulative bullying perpetration was positively associated with aggression and negatively associated with future optimism. Cumulative negative bystander behavior was positively associated with aggression and internalizing symptoms and negatively associated with academic achievement and future optimism. Cumulative prosocial bystander behavior was positively associated with internalizing symptoms, academic achievement, self-esteem, and future optimism. This integrative model brings together bullying dynamics to provide a comprehensive picture of implications for adolescent behavioral and mental health and academic achievement.

The Bully-Sexual Violence Pathway theory has indicated that bullying perpetration predicts sexual violence perpetration among males and females over time in middle school, and that homophobic name-calling perpetration moderates that association among males. In this study, the Bully-Sexual Violence Pathway theory was tested across early to late adolescence. Participants included 3549 students from four Midwestern middle schools and six high schools. Surveys were administered across six time points from Spring 2008 to Spring 2013. At baseline, the sample was 32.2% White, 46.2% African American, 5.4% Hispanic, and 10.2% other. The sample was 50.2% female. The findings reveal that late middle school homophobic name-calling perpetration increased the odds of perpetrating sexual violence in high school among early middle school bullying male and female perpetrators, while homophobic name-calling victimization decreased the odds of high school sexual violence perpetration among females. The prevention of bullying and homophobic name-calling in middle school may prevent later sexual violence perpetration.

Bullying perpetration and victimization have often been linked to depressive symptoms (Conners-Burrow et al., 2009; Klomek et al., 2008; Ttofi et al., 2011). However, several personal and social factors could interact to explain the relationship between these variables. The purpose of the present study was to explore the applicability of a longitudinal diathesis-stress model by verifying the moderating effect of cognitive vulnerability, social skills, and social support on the relationship between bullying or victimization and subsequent depressive symptoms. The sample of 498 adolescents was followed between grade 6 and grade 10. The results revealed only one significant moderating effect, where, in youth presenting high levels of cognitive vulnerability in grade 6, victimization was associated with an increase in depressive symptoms two years later. Weaker support from family and stronger support from friends in grade 6, higher cognitive vulnerability, stronger social skills, weaker support from teachers and stronger support from friends in grade 8, all predicted stronger depressive symptoms two years later. Implications for intervention are discussed.

Objective: Because there have been highly controversial views regarding the juvenile act and a school violence prevention, this study was conducted to identify pathways for adolescent bullying perpetration. Methods: The sample for this study included 1,508 families; adolescents (ages 11-18 years) an...

The current study provides a longitudinal examination of the relationship between bullying victimization and adolescent physical health. Relying on data from a large sample of adolescents from South Korean schools (Korean Children and Youth Panel Survey), a series of ordinary least squares regression models were estimated for adverse physical health outcomes. The results suggest that bullying victimization and perpetration is a significant risk factor for various forms of adverse physical health outcomes including asthma, rhinitis, and obesity. Specifically, being the victim of verbal bullying was associated with greater exposure to adverse health problems, including asthma, rhinitis, and obesity. We also found that being bullied physically was associated with a higher prevalence of obesity but those effects dissipated in fully controlled models. Lastly, we did observe that verbal bullying perpetration was associated with more asthma over time. Study limitations and implications for bullying prevention are also discussed.

All forms of bullying, physical, verbal, social, and cyber, are prevalent among youth worldwide. An especially vulnerable population for involvement in bullying is students with an autism spectrum disorder (ASD). Although there are some studies that have investigated bullying in these students, many of these are beset by methodological issues. We surveyed 104 students with ASD on their bullying experiences in all 4 forms of bullying and examined their roles as victim, perpetrator, and bully-victim, comparing them with a group of typically developing students matched for age and gender. It was found that students with ASD reported significantly more traditional victimisation (physical, verbal, and social) than their typically developing peers. Cyberbullying victimisation was similar for the 2 groups. There were no differences between the groups on traditional bullying perpetration; however, typically developing students reported more cyberbullying perpetration behaviours. Implications for prevention and intervention are discussed.

The integrated theoretical framework of lifestyles and routine activities and self-control theories is used to estimate the relationship between bullying perpetration and bullying victimization. Measures of bullying perpetration and associations with bullies are seen as risky behaviors to improve the rigor of the analysis of consistent behaviors within bullying victimization. The current study includes a comparison between the time-ordered and the reciprocal/correlative relationships between bullying perpetration and bullying victimization in path models. Both analyses of 2844 fourth grade students in South Korea from 2004 to 2008 support the main hypotheses: (1) Youth with low self-control had greater odds of being victimized by collective and verbal bullying (even after controlling for risky lifestyles), and (2) youth who were associated with bullies during the previous year were at higher risk of later collective and verbal bullying victimization (i.e., the time-ordered effect). Three different types of bullying perpetration (collective, verbal, and physical bullying) were significantly and positively correlated with each type of bullying victimization (i.e., the reciprocal effect).

A great deal of research has investigated weight as a predictor for bullying victimization. However, weight is rarely examined in light of its potential role in explaining bullying perpetration, despite the fact that the definition of bullying typically requires a power imbalance, which can refer to either social power or physical size. Using negative binomial regressions, we investigated weight as a predictor of overt and relational bullying behaviors for a sample of 3208 6th–8th graders from 11 schools in a northeastern state. We examined whether this relationship differs by gender, and we explored whether objective size or perception of size is more predictive of perpetration. We also examined whether certain protective factors, like a positive school environment, moderated the effect of weight on bullying perpetration. We found that students who reported a higher BMI engaged in more overt, but not relational, bullying perpetration. Interestingly, students with misperceptions about their weight reported higher levels of both types of bullying perpetration, while students reporting a more positive school climate engaged in less overt and relational bullying. We also found gender differences in that girls are statistically more likely to commit overt bullying if they have a higher BMI. Our results suggest that prevention programs should address weight as a predictor of bullying behaviors, especially for girls, but also that body image and misperception of weight are important topics for prevention programs.

This study aimed to investigate the prevalence of cyberbullying and factors in cyberbullying perpetration with a national sample of 4000 adolescents selected through multi-stage cluster sampling. The respondents were 2166 boys (54.1%) and 1834 girls (45.9%) in 7th12th grades at 24 middle and 24 high schools across South Korea. Statistical analyses of the survey data are summarized as follows. First, 34% of the respondent students were involved in cyberbullying as bullies (6.3%), victims (14.6%), or both bullies and victims (13.1%). Boys had a higher percentage of cyberbullying perpetration than girls. Second, variables for time spent on chat services and Social Network Services (SNS), the experience of being cyberbullied, and offline bullying perpetration tended to increase the probability of students being perpetrators of cyberbullying. However, the cognitive empathy variable contributed to decreased cyberbullying perpetration behaviors. Third, the variables of parental attachment and satisfaction with school life had little impact on perpetration of cyberbullying. These results were discussed to improve the understanding of the characteristics of cyberbullying among Korean adolescents and the youth population in general, while providing educators and researchers information on cyberbullying with practical consideration to its prevention. Boys had a higher percentage of cyberbullying perpetrations than girls.Girls exerted relational violence through chat services more than boys did.The cognitive empathy variable contributed to decreased cyberbullying perpetration behaviors.Cyberbullied experiences were positively related to cyberbullying perpetration.

Bullying may be adaptive for adolescents under the right combination of internal and external factors. The purpose of this study was to determine whether maternal knowledge and monitoring moderate the association between adolescent personality and bullying perpetration. A sample of 222 adolescents (120 boys, Mage = 14.07, SD = 1.54) completed measures on the HEXACO model of personality, bullying, and maternal knowledge and monitoring. As expected, mother knowledge (but not monitoring) moderated the association between bullying perpetration and Honesty-Humility, but not Emotionality and Agreeableness, even though a main effect was found for Agreeableness. Findings support bullying may be an evolutionary adaptation for adolescents who are lower in Honesty-Humility and face lower costs from mothers who lack knowledge about their activities.