Dataset Information

A latent transition analysis of bullying and victimization in Chinese primary school students.

ABSTRACT: Bullying is a social phenomenon that impacts a large number of children and young people, worldwide. This study aimed to longitudinally examine the development of bullying and victimization in Chinese students in grades 4, 5, and 6. We used latent class analysis to empirically identify groups of youth with different bullying and victimization patterns, and then used latent transition analysis to explore the movement of children between these latent classes over time. Results showed that: (1) across the three time points, students could be classified into four classes: bullies, victims, bully-victims, and non-involved children; and (2) students in the non-involved class tended to remain in that class when moving to higher grades, students in the bully and victims classes tended to transition to the non-involved class, while students in the bully-victims class tended to transition to the bullies class. Thus, future intervention should be implemented to prevent bully-victims from bullying behaviors.

SUBMITTER: Pan Y

PROVIDER: S-EPMC5570336 | biostudies-literature | 2017

REPOSITORIES: biostudies-literature

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A latent transition analysis of bullying and victimization in Chinese primary school students.

Pan Yiqin Y Liu Hongyun H Lau Puiyi P Luo Fang F

PloS one 20170824 8

Bullying is a social phenomenon that impacts a large number of children and young people, worldwide. This study aimed to longitudinally examine the development of bullying and victimization in Chinese students in grades 4, 5, and 6. We used latent class analysis to empirically identify groups of youth with different bullying and victimization patterns, and then used latent transition analysis to explore the movement of children between these latent classes over time. Results showed that: (1) acr ...[more]

PMID: 28837571

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Project description:BackgroundSchool bullying victimization is associated with increased risk of anxiety in children and adolescents. However, little is known about the role of resilience in this association. The purpose of this study was to investigate the possible mediation by resilience in this association in a large group of Chinese children and adolescents.MethodsA population-based cross-sectional study adopting two-stage simple random cluster sampling was implemented in Yunnan province, southwestern China. A comprehensive questionnaire was used to collect information from the participants. Among all the participants, 4624 were included in the final analysis. Descriptive statistics were used to present general characteristics of the study participants. Univariate and multivariate logistic regression models were adopted to estimate crude and adjusted associations among bullying victimization, anxiety, and resilience. A path model was used to analyze the hypothesized mediation by resilience in the association between bullying victimization and anxiety.ResultsAnalytical results of multivariate logistic regression models suggested that bullying victimization was significantly associated with anxiety in Chinese children and adolescents; compared with individuals who had not been bullied, victims of bullying were more likely to experience anxiety symptoms, with an adjusted odds ratio (OR) of 3.02 (95% CI 2.46-3.71). Path analysis revealed a prominent mediating effect of resilience in the association between bullying victimization and anxiety, accounting for 31.89% of the total association. Further analysis indicated that, among the five dimensions of resilience, emotional regulation, interpersonal assistance, and family support were significant mediators, accounting for 30.34%, 10.79%, and 8.35% of the total association.ConclusionsOur major findings highlighted the promising role of resilience-based intervention measures in reducing the risk of anxiety associated with school bullying victimization in Chinese children and adolescents.

Project description:BackgroundBullying is an understudied global social problem. While school-level factors are a recognized influence on bullying victimization, the elements of a 'girl-friendly' school that may reduce the risk of bullying victimization among girls and prevent dropout is understudied in lower- and middle-income countries (LMICs). This study used baseline data from the evaluation of the Room-to-Read (RtR) Girls' Education Program (GEP) in Nepal to assess the relationship of a conceptually grounded gender-equitable school (GES) index with girls' risk of direct and relational bullying victimization, adjusted for potential confounders at the individual and school levels.MethodsThe school sample included all 24 RtR GEP schools and 25 community schools attended by girls in a comparison cohort, representing 729 grade six girls with complete outcome data. We employed multilevel negative binomial regression to assess the relationship between the GES score (higher scores indicate greater support for girls), and girls' risk of peer victimization, controlling for individual- and school-level covariates.ResultsOn average, girls reported 2.84 direct victimizations and 0.27 relational victimizations in the prior week. The first component of the GES index, a generalized measure of school-level support for girls, showed a significant negative relationship with weekly relational bullying victimization in models with all school- and individual-level covariates. In the full model, a one-point higher score on the generalized GES component accounted for a 26% lower risk of relational bullying victimization in the prior week.ConclusionSchool-level policies, practices, and pedagogy designed to support girls may reduce their exposure to relational aggression, a form of bullying that girls most often perpetrate. In LMICs, the school may be an ideal place to raise awareness about the types and effects of peer bullying and to promote prosocial bystander behavior. Further research is needed to identify factors related to other forms of bullying.

Dataset Information

A latent transition analysis of bullying and victimization in Chinese primary school students.

Publications

A latent transition analysis of bullying and victimization in Chinese primary school students.

Similar Datasets

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