Variables Linking School Bullying and Suicidal Ideation in Middle School Students in South Korea

2015 ◽  
Vol 18 (3) ◽  
Author(s):  
Aran Min Seon Cheol Park
Keyword(s):  
Middle School ◽  
Suicidal Ideation ◽  
Middle School Students ◽  
South Korea ◽  
School Bullying ◽  
School Students

Low Self-control and School Bullying: Testing the GTC in Nigerian Sample of Middle School Students

2021 ◽  
pp. 088626052199128
Author(s):  
Omobolanle Atinuke Fenny
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Explanatory Power ◽  
Empirical Support ◽  
School Bullying ◽  
Self Control ◽  
Policy Implications ◽  
School Students ◽  
Bullying Perpetration ◽  
Low Self Control

Gottfredson and Hirschi’s General Theory of Crime’s (GTC) claim to explain crime, at all times, and in all places, has received considerable empirical support using Western, Scandinavian, and Asian samples. However, the theory is yet to be tested using a Nigerian sample. Using cross-sectional data from a sample of 1,192 junior secondary school (middle school) students in Nigeria, this study examines the explanatory power of Gottfredson and Hirschi’s GTC in predicting bullying perpetration and victimization in that context and culture. Binomial logistic regression was used to test the hypothesis that the bullying perpetration and victimization experiences of these students would be negatively related to self-control. Study provides support for the cross-cultural potency of the GTC as low self-control predicted the bullying and victimization experiences of these students regardless of gender. Students’ perception of a negative school environment was also a significant predictor of bullying. This is the first test of the GTC with a Nigerian sample and hopefully, will be a springboard for effective bullying prevention policy/programs in Nigerian schools. The public policy implications of the findings are discussed.

scholarly journals The Influence of School Loose-Tight Culture on Bullying of Middle School Students: The Mediating Role of Collective Moral Disengagement and Collective Efficacy

2021 ◽  
Vol 9 (2) ◽  
pp. 1263-1272
Author(s):  
Yirui Song ◽  
Lei Wang
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Collective Efficacy ◽  
Moral Disengagement ◽  
School Bullying ◽  
School Students ◽  
Mediating Role ◽  
Middle School Bullying ◽  
The Relationship

To explore the relationship and mechanism of school loose-tight culture to middle school bullying, a total of 808 students were selected from three middle schools in Dehong Prefecture, Yunnan Province of China, to conduct a questionnaire survey. The study used the school loose-tight culture scale, the collective moral disengagement scale, the collective efficacy scale, and the bullying scale for middle school students. The results showed that (i) school loose-tight culture significantly predicted the occurrence of school bullying; (ii) school loose-tight culture was significantly negatively correlated with collective moral disengagement and school bullying but positively correlated with collective efficacy. Further, collective moral disengagement was significantly positively correlated with school bullying, but collective efficacy was significantly negatively correlated with school bullying; (iii) school loose-tight culture inhibited school bullying through the dual mediating effects of collective moral disengagement and collective efficacy at the same time.

scholarly journals Witnessing Cyberbullying and Internalizing Symptoms among Middle School Students

2020 ◽  
Vol 10 (4) ◽  
pp. 957-966 ◽  
Author(s):  
Diana M. Doumas ◽  
Aida Midgett
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Internalizing Symptoms ◽  
Somatic Symptoms ◽  
The United States ◽  
School Bullying ◽  
School Students ◽  
Cross Sectional ◽  
Cyberbullying Victimization ◽  
The Impact

Cyberbullying is a significant problem among school-aged youth. Cyberbullying peaks in middle school with 33% of middle school students reporting cyberbullying victimization and more than 50% reporting witnessing cyberbullying as bystanders. Although the association between cyberbullying victimization and internalizing symptoms is well documented, there is limited research examining the impact of witnessing cyberbullying on bystanders. To assess differences in internalizing symptoms between cyberbullying bystanders and non-bystanders, a school-based cross-sectional study was conducted among middle school students (6th–8th grade) in the United States (N = 130; 57.4% female; 42.6% male). Questionnaire data were analyzed using multivariate analysis of co-variance (MANCOVA) with three outcome variables (depression, anxiety, somatic symptoms) and the between-subject factor bystander status (bystander, non-bystander). We controlled for witnessing school bullying to examine the unique effect of witnessing cyberbullying on internalizing symptoms. Results of the MANCOVA indicated a significant effect for cyberbullying bystander status (p < 0.04). Post hoc analyses demonstrated that bystanders reported significantly higher levels of depression (p < 0.05), anxiety (p < 0.02), and somatic symptoms (p < 0.01) than non-bystanders. Findings suggest that programs to support students who witness cyberbullying are needed to reduce the mental health risks associated with being a cyberbullying bystander.

Relationship of Mental Stress of Middle School Students and Campus Safety Atmosphere with Psychosocial Safety Behaviors

2020 ◽  
Author(s):  
Jinchang YANG ◽  
Wei YAN
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Mental Stress ◽  
School Bullying ◽  
Campus Safety ◽  
Mediating Effect ◽  
Safety Behaviors ◽  
School Students ◽  
Unsafe Behaviors ◽  
The Relationship

Background: Incidents of violence, such as school bullying, are mainly caused by excessive mental stress of students, which will also lead to all kinds of psychologically unsafe behaviors. The emotion regulation ability of students and the safety atmosphere level of campus will be considerably conducive to relieving the mental stress of students. This study aims to analyze the relationships of mental stress and regulatory emotional selfefficacy (RES) among students and campus safety atmosphere with their psychosocial safety behaviors (PSB). Methods: A total of 120 class teachers and 365 students from three junior high schools in Henan Province, China were selected as the study objects in 2019. Then, middle school students and RES, campus safety atmosphere, and PSB scales were assessed through a mental stress scale. Results: Mental stress (r=–0.8) of middle school students and campus safety atmosphere (r=0.86) had a significant negative and positive influence on their PSB, respectively. RES played a mediating role in the negative correlation between the mental stress of middle school students and their PSB (r=–0.57). Campus safety atmosphere could moderate the relationship between mental stress and RES (r=0.12). Campus safety atmosphere could moderate the mediating effect on the relationship between mental stress of middle school students and their PSB. Conclusion: Mental stress of middle school students will give rise to the occurrence of their psychologically unsafe behaviors. The improvement of the campus safety atmosphere level can effectively mitigate the mental stress of students to reduce the occurrence of unsafe behaviors.

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