Abstract
This study aimed to explore sibling bullying and school bullying across three age groups (8, 10, and 12 years old) in Indonesia (N = 21,002; 49.44% boys, 50.56% girls) and how these bullying actions (physical, psychological, verbal) affect children’s subjective well-being. The study used data from the third wave of Children’s Worlds Survey, which was conducted in West Java Province. Bullying actions were measured by reported frequency of experiencing being bullied by siblings and other children during the last month. Subjective well-being (SWB) was measured using the Children’s Worlds Subjective Well-Being Scale (CW-SWBS). Data were analysed using structural equation modelling. Being hit by siblings displayed significant effects on the CW-SWBS for Grades 6 and 2, while being called unkind names by siblings showed significant effects in the three grades. Being hit by other children at school did not display a significant effect on the CW-SWBS for Grades 2 and 4, and only a low level of significance for Grade 6. Being left out by children in class showed significant effects for all grades. Being called unkind names by children at school displayed significant effects for Grades 2 and 4 and was non-significant for Grade 6. Many Indonesian children who are victims of bullying seem to have adapted to physical bullying to maintain their level of SWB through buffers (behaviour and good relationships). The incidence of bullying in Indonesian children is very worrying and it must be taken into account by parents and teachers that these children may be at risk, although they remain passive to the situation in apparently a conformist way, by reporting rather high SWB scores.
Similar content being viewed by others
Change history
09 December 2019
A Correction to this paper has been published: https://doi.org/10.1007/s11482-019-09803-3
References
A’yun, W. Q., & Masykur, A. M. (2018). The relationship between the perception of authoritarian parenting with bullying intentions in psychology students of 2018 Diponegoro University. Jurnal Empati, 7(4), 80–84.
Alikasifoglu, M., Erginoz, E., Ercan, O., Uysal, O., & Albayrak-Kaymak, D. (2007). Bullying behaviours and psychosocial health: Results from a cross-sectional survey among high school students in Istanbul, Turkey. European Journal of Pediatrics, 166(12), 1253–1260. https://doi.org/10.1007/s00431-006-0411-x.
Arbuckle, J. L. (2010). IBM SPSS® Amos™ 19 User’s guide. Crawfordville (Fl): Amos Development Corporation.
Berk, L. E. (2007). Development through the life span. Boston: Allyn & Bacon.
Bibou-Nakou, & Markos, A. (2013). Coping strategies of secondary school students experiencing bullying: Frequency, type of bullying, and psychosocial difficulties. In K. Dekker & M. Dijkstra (Eds.), School bullying (pp. 69–96). NY: Nova Publisher.
Bjorkqvist, K., Lagerspetz, K. M., & Kaukianinen, A. (1992). Do girls manipulate and boys fight? Developmental trends regarding direct and indirect aggression. Aggressive Behavior, 18, 117–127. https://doi.org/10.1002/1098-2337(1992)18:2<117::AID-AB2480180205>3.0.CO;2-3.
Borualogo, I. S., & Casas, F. (2019). Adaptation and validation of the Children’s worlds subjective well-being scale (CW-SWBS) in Indonesia. Jurnal Psikologi, 46(2), 102–116. https://doi.org/10.22146/jpsi.38995.
Borualogo, I. S., & Gumilang, E. (2019). Kasus perundungan anak di Jawa Barat: Temuan awal Children’s Worlds Survey di Indonesia. Psympathic, 6(1), 15–30.
Borualogo, I. S., Gumilang, E., Mubarak, A., Khasanah, A. N., Wardati, M. A., Diantina, F. P., Permataputri, I., & Casas, F. (2018). Process of translation of the Children’s Worlds Subjective Well-Being Scale in Indonesia. Social and Humaniora Research Symposium (SoRes 2018), 307, 180–183 Retrieved from https://www.atlantis-press.com/proceedings/sores-18/55915312.
Browne, M.W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In Kenneth A. Bollen and J. Scott long (Eds). Testing structural equation models. (pp.136-162) sage publications, Inc.
Byrne, B. M. (2010). Structural equation modeling with AMOS. Basic concepts, applications, and programming (2nd ed.). New York: Routledge. https://doi.org/10.4324/9781315757421.
Card, N. A., & Hodges, E. V. E. (2008). Peer victimization among schoolchildren: Correlations, causes, consequences, and considerations in assessment and intervention. School Psychology Quarterly, 23(4), 451–461 https://psycnet.apa.org/doi/10.1037/a0012769.
Casas, F. (2016). Children, adolescents and quality of life: The social sciences perspective over two decades. In F. Maggino (Ed.), A Life Devoted to Quality of Life. Festschrift in Honor of Alex C. Michalos (pp. 3–21). Dordrecht: Springer Publisher. https://doi.org/10.1007/978-3-319-20568-7_1.
Caspi, J. (2012). Sibling aggression: Assessment and treatment. New York, NY: Springer Publishing Co..
Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling, 14(3), 464–504. https://doi.org/10.1080/10705510701301834.
Chen, J.-K., & Wei, H.-S. (2011). The impact of school violence on self-esteem and depression among Taiwanese junior high school students. Social Indicators Research, 100(3), 479–498. https://doi.org/10.1007/s11205-010-9625-4.
Cheung, G. W., & Rensvold, R. B. (2001). The effects of model parsimony and sampling error on the fit of structural equation models. Organizational Research Methods, 4, 236–264. https://doi.org/10.1177/%2F109442810143004.
Coenders, G., Batista-Foguet, J. M., & Saris, W. (2005). Temas avanzados en modelos de ecuaciones estructurales. Madrid: La Muralla.
Cowie, H. (2000). Bystanding or standing by: Gender issues in coping with bullying in English schools. Aggressive Behavior, 26, 85–97. https://doi.org/10.1002/(SICI)1098-2337(2000)26:1%3C85::AID-AB7%3E3.0.CO;2-5.
Cowie, H., & Hutson, N. (2005). Peer support: A strategy to help bystanders challenge school bullying. Pastoral Care in Education, 23, 40–44. https://doi.org/10.1111/j.0264-3944.2005.00331.x.
Craig, W. M. (1998). The relationship among bullying, victimization, depression, anxiety, and aggression in elementary school children. Personality Individual Differences, 24(1), 123–130. https://doi.org/10.1016/S0191-8869(97)00145-1.
Crick, N. R., & Grotpeter, J. K. (1995). Relational aggression, gender, and social-psychological adjustment. Child Development, 66, 710–722. https://doi.org/10.1111/j.1467-8624.1995.tb00900.x.
Cummins, R. A. (1995). The comprehensive quality of life scale: Theory and development: Health outcomes and quality of life measurement. Canberra, ACT: Institute of Health and Welfare.
Cummins, R. A. (2010). Subjective wellbeing, homeostatically protected mood and depression: A synthesis. Journal of Happiness Studies, 11(1), 1–17. https://doi.org/10.1007/s10902-009-9167-0.
Cummins, R. A. (2014). Understanding the well-being of children and adolescents through homeostatic theory. In A. Ben-Arieh, F. Casas, I. Frones, & J. E. Korbin (Eds.), Handbook of child well-being: Theories, methods and policies in global perspective (pp. 635–662). Dordrecht, The Netherlands: Springer. https://doi.org/10.1007/978-90-481-9063-8.
Delfabbro, P., Winefield, T., Trainor, S., Dollard, M., Anderson, S., Metzer, J., & Hammarstrom, A. (2006). Peer and teacher bullying/victimization of south Australian secondary school students: Prevalence and psychosocial profiles. British Journal of Educational Psychology, 76, 71–90. https://doi.org/10.1348/000709904X24645.
Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95(3), 542–575 https://psycnet.apa.org/doi/10.1037/0033-2909.95.3.542.
Diener, E., Oishi, S., & Lucas, R. E. (2015). National Accounts of subjective well-being. American Psychological Association, 70(3), 234–242 https://psycnet.apa.org/doi/10.1037/a0038899.
Dombrowski, S. C., & Gischlar, K. L. (2006). Supporting school professionals through the establishment of a school district policy on child maltreatment. Education, 127(2), 234–243.
Due, P., Holstein, B., Lynch, J., Diderichsen, F., Gabhain, S., Scheidt, P., & Currie, C. (2005). Bullying and symptoms among school-aged children: International comparative cross-sectional study in 28 countries. European Journal of Public Health, 15(2), 128–132. https://doi.org/10.1093/eurpub/cki105.
Ensor, R., Marks, A., Jacobs, L., & Hughes, C. (2010). Trajectories of antisocial behaviour towards siblings predict antisocial behaviour towards peers. British Journal of Developmental Psychology, 51(11), 1208–1216. https://doi.org/10.1111/j.1469-7610.2010.02276.x.
Eriksen, S., & Jensen, V. A. (2009). A push or a punch: Distinguishing the severity of sibling violence. Journal of Interpersonal Violence, 24, 183–208. https://doi.org/10.1177/%2F0886260508316298.
Espelage, D. L., & Swearer, S. M. (2003). Research on school bullying and victimization: What have we learned and where do we go from Here? School Psychology Review, 32(3), 365–383.
Farrington, D. (1993). Understanding and preventing bullying. In M. Tonry (Ed.), Crime and justice: A review of research. 17 (pp. 381–458). Chicago: University of Chicago Press. https://doi.org/10.1086/449217.
Gini, G., & Pozzoli, T. (2013). Bullied children and psychosomatic problems: A meta-analysis. Journal of Pediatrics, 132(4), 720–729 Retrieved from http://pediatrics.aappublications.org/content/132/4/720.
González-Carrasco, M., Casas, F., Ben-Arieh, A., & Savahl, S. (2019). Children’s perspective and evaluation of safety in diverse settings and their subjective well-being: A multi-national approach. Applied Research in Quality of Life, 14(2), 309–334. https://doi.org/10.1007/s11482-018-9594-3.
Goodwin, M. P., & Roscoe, B. (1990). Sibling violence and antagonistic interactions among middle adolescents. Adolescence, 25, 451–467.
Goswami, H. (2012). Social relationships and children’s subjective well-being. Social Indicators Research, 107(3), 575–588. https://doi.org/10.1007/s11205-011-9864-z.
Graham, S. (2006). Peer victimization in school. Exploring the ethnic context. Current Directions in Psychological Science, 15, 317–321. https://doi.org/10.1111/%2Fj.1467-8721.2006.00460.x.
Hawker, S. J., & Boulton, M. J. (2000). Twenty years of research on peer victimization and psychosocial maladjustment: A meta-analytic review of cross-sectional studies. Journal of Child Psychology and Psychiatry, 41, 441–455.
Hinduja, S., & Patchin, J. W. (2010). Bullying, cyberbullying, and suicide. Archive of Suicide Research, 14(3), 206–221. https://doi.org/10.1080/13811118.2010.494133.
Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural equation Modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53–60.
Hox, J. J., & Bechger, T. M. (1998). An introduction to structural equation modeling. Family Science Review, 11, 354–373.
Huebner, E. (1991). Initial development of the Student’s life satisfaction scale. School Psychology International, 12, 231–240. https://doi.org/10.1177/%2F0143034391123010.
Irmayanti, N. (2016). Pola asuh otoriter, self-esteem, dan perilaku bullying. Jurnal Penelitian Psikologi, 7(1), 20–35.
Jackson, D. L., Gillaspy Jr., J. A., & Purc-Stephenson, R. (2009). Reporting practices in confirmatory factor analyses: An overview and some recommendations. Psychological Methods, 14(1), 6–23. https://doi.org/10.1037/a0014694.
Juvonen, J., Graham, S., & Schuster, M. A. (2003). Bullying among young adolescents: The strong, the weak, and the troubled. Pediatric, 112(6), 1231–1237. https://doi.org/10.1542/peds.112.6.1231.
Kim, Y. S., & Leventhal, B. (2008). Bullying and suicide: A review. International Journal of Adolescent Medicine and Health, 20(2), 133–154 https://psycnet.apa.org/doi/10.1515/IJAMH.2008.20.2.133.
Kline, R. B. (2010). Principles and practice of structural equation modeling (3rd ed.). New York, NY: Guilford.
Klocke, A., Clair, A., & Bradshaw, J. (2014). International variation in child subjective well-being. Child Indicators Research., 7(1), 1–20. https://doi.org/10.1007/s12187-013-9213-7.
Koentjaraningrat. (2005). Pengantar antropologi II: Pokok-pokok etnografi. Jakarta: Rineka Cipta.
Korua, S. F., Kanine, E., & Bidjuni, H. (2015). Hubungan pola asuh orang tua dengan perilaku bullying pada remaja SMK Negeri 1 Manado. Keperawatan, 3(2), 1–7.
Krienert, J. L., & Walsh, J. A. (2011). My brother's keeper: A contemporary examination of reported sibling violence using national-level data 2000-2005. Journal of Family Violence, 26(5), 331–342. https://doi.org/10.1007/s10896-011-9367-3.
Ditch The Label (2018). The Annual Bullying Survey 2018 – The Annual Benchmark of Bullying in The United Kingdom. www.ditchthelabel. Retrieved from https://www.ditchthelabel.org/wp-content/uploads/2018/06/The-Annual-Bullying-Survey-2018-2.pdf
Lai, S. L., Ye, R., & Chang, K. P. (2008). Bullying in middle schools: An Asian Pacific regional study. Asia Pacific Education Review, 9(4), 503–515. https://doi.org/10.1007/BF03025666.
Land, K. C., & Michalos, A. C. (2018). Fifty years after the social indicators movement: Has the promise been fulfilled? An assessment and an agenda for the future. Social Indicators Research, 135(3), 835–868. https://doi.org/10.1007/s11205-017-1571-y.
Lenci, M., & Matuga, J. (2010). The lifetime bully: Investigating the relationship between adolescent bullying and depression in early adulthood. Journal of School Counseling, 8(7), 7–7.
Little, T. D., Henrich, C. C., Jones, S. M., & Hawley, P. H. (2003). Disentangling the “whys” from the “whats” of aggressive behaviour. International Journal of Behavioral Development, 27(2), 122–133. https://doi.org/10.1080/%2F01650250244000128.
Marsh, H. W., Lüdtke, O., Muthén, B., Asparouhov, T., Morin, A. J. S., & Trautwein, U. (2010). A new look at the big five-factor structure through exploratory structural equation modeling. Psychological Assessment, 22(3), 471–491 https://psycnet.apa.org/doi/10.1037/a0019227.
Martin, K., Huebner, E. S., & Valois, R. F. (2008). Does life satisfaction predict victimization experiences in adolescence? Psychology in the Schools, 45, 705–714. https://doi.org/10.1002/pits.20336.
Maunder, R. E., & Crafter, S. (2018). School bullying from a sociocultural perspective. Aggression and Violent Behavior, 38(13–30). https://doi.org/10.1016/j.avb.2017.10.010.
Menesini, E., Camodeca, M., & Nocentini, A. (2010). Bullying among siblings: The role of personality and relational variables. British Journal of Developmental Psychology, 28, 921–939. https://doi.org/10.1348/026151009X479402.
Monks, C. P., Smith, P. K., Naylor, P., Barter, C., Ireland, J. L., & Coyne, I. (2009). Bullying in different contexts: Commonalities, differences, and the role of theory. Aggression and Violent Behavior, 14(2), 146–156. https://doi.org/10.1016/j.avb.2009.01.004.
Musu-Gillette, L., Zhang, A., Wang, K., Zhang, J., & Oudekerk, B. A. (2017). Indicators of School Crime and Safety: 2016 (NCES 2017–064/NCJ 250650). National Center for education statistics, U.S. Department of Education, and Bureau of Justice Statistics, Office of Justice Programs. DC: U.S. Department of Justice. Washington Retrieved from https://nces.ed.gov/pubs2017/2017064.pdf.
Nansel, T. R., Craig, W., Overpeck, M. D., Saluja, G., & Ruan, W. J. (2004). Cross-national consistency in the relationship between bullying behaviors and psychosocial adjustment. Archive of Pediatrics Adolescence Medical, 158, 730–736. https://doi.org/10.1001/%2Farchpedi.158.8.730.
Naylor, P., Cowie, H., Cossin, F., de Bettencourt, R., & Lemme, F. (2006). Teachers’ and pupils’ definitions of bullying. British Journal of Educational Psychology, 76, 553–576. https://doi.org/10.1348/000709905X52229.
Ningrum, S. D., & Soeharto, T. N. E. D. (2015). Hubungan pola asuh otoriter orang tua dengan bullying di sekolah pada siswa SMP. Jurnal Indigenous, 13(1), 29–38.
Novianto, R.D. (2018). Catatan KPAI bidang pendidikan: Kasus bullying paling banyak. Retrieved from https://nasional.sindonews.com/read/1324346/15/catatan-kpai-bidang-pendidikan-kasus-bullying-paling-banyak-1532346331
Olweus, D. (1978). Aggression in the schools: Bullies and whipping boys. Washington, DC: Hemisphere Press (Wiley).
Olweus, D. (1991). Bully/victim problems among schoolchildren: Basic facts and effects of a school-based intervention program. In D. Pepler & K. Rubin (Eds.), The development and treatment of childhood aggression (pp. 411–448). Hilldale, N.J: Erlbaum.
Olweus, D. (1993). Bullying at school: What we know and what we can do. Oxford, UK: Blackwell Publishers.
Olweus, D. (1994). Annotation: Bullying at school: Basic facts and effects of school based intervention program. Journal of Child Psychology and Psychiatry, 35(7), 1171–1190. https://doi.org/10.1111/j.1469-7610.1994.tb01229.x.
Olweus, D. (1997). Bully/victim problems in school: Facts and intervention. European Journal of Psychology of Education, 12(4), 495–510. https://doi.org/10.1007/BF03172807.
Perren, S., Ettekal, I., & Ladd, G. (2013). The impact of peer victimization on later maladjustment: Mediating and moderating effects of hostile and self-blaming attributions. Journal of Child Psychology and Psychiatry, 54(1), 46–55. https://doi.org/10.1111/%2Fj.1469-7610.2012.02618.x.
Rees, G., & Main, G. (2015). Children’s views on their lives and well-being in 15 countries: A report on the Children’s worlds survey. In 2013–14. Children’s: Worlds Project (ISCWeB) Retrieved from http://www.isciweb.org/_Uploads/dbsAttachedFiles/ChildrensWorlds2015-FullReport-Final.pdf.
Rigby, K. (1996). Bullying in schools & what to do about it. Melbourne: The Australian Council for Educational Research.
Rigby, K. (2002). New perspectives on bullying. Jessica Kingsley: London &Philadelphia.
Rigby, K., & Smith, P. K. (2011). Is school bullying really on the rise? Social Psychology of Education, 14, 441–455. https://doi.org/10.1007/s11218-011-9158-y.
Rivers, I., & Smith, K. (1994). Types of bullying behaviour and their correlates. Aggressive Behavior, 20, 359–368. https://doi.org/10.1002/1098-2337(1994)20:5%3C359::AID-AB2480200503%3E3.0.CO;2-J.
Salmivalli, C. (2009). Bullying and the peer group: A review. Aggression and Violent Behavior, 15, 112–120. https://doi.org/10.1016/j.avb.2009.08.007.
Savahl, S., Montserrat, C., Casas, F., Adams, S., Tiliouine, H., Benninger, E., & Jackson, K. (2019). Children’s experiences of bullying victimization and the influence on subjective well-being: A multinational comparison. Child Development, 20(2), 1–18. https://doi.org/10.1111/cdev.13135.
Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., & King, J. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. The Journal of Educational Research, 99(6), 323–338. https://doi.org/10.3200/JOER.99.6.323-338.
Shelley, D., & Craig, W. M. (2009). Attributions and coping styles in reducing victimization. Canadian Journal of School Psychology, 25(1), 84–100. https://doi.org/10.1177/%2F0829573509357067.
Shwalb, D. W., Shwalb, B. J., Nakazawa, J., Hyun, J.-H., Le, H. V., & Satiadarma, M. P. (2010). East and Southeast Asia: Japan, South Korea, Vietnam, and Indonesia. In M. H. Bornstein (Ed.), Handbook of cultural developmental science (pp. 445–464). New York: Psychology Press Taylor & Francis Group.
Slee, P. K. (1991). The silent nightmare: Bullying and victimization in school peer groups. The Psychologist: Bulletin of the British Psychological Society, 4, 243–248.
Slomkowski, C., Rende, R., Conger, K. J., Simons, R. L., & Conger, R. D. (2001). Sisters, brothers, and delinquency: Evaluating social influence during early and middle adolescence. Child Development, 72(1), 271–283. https://doi.org/10.1111/1467-8624.00278.
Smith, P. K., & Brain, P. (2000). Bullying in schools: Lessons from two decades of research. Aggressive Behavior, 26, 1–9. https://doi.org/10.1002/(SICI)1098-2337(2000)26:1%3C1::AID-AB1%3E3.0.CO;2-7.
Smith, P. K., & Madsen, K. C. (1999). What causes the decline in reports of being bullied at school? Educational Research, 41(3), 1–19. https://doi.org/10.1080/0013188990410303.
Smith, P. K., & Sharp, S. (1994). School bullying: Insights and perspectives. London: Routledge.
Snyder, J., Broker, M., Patrick, R., Snyder, A., Schrepferman, L., & Stoolmiller, M. (2003). Observed peer victimization during early elementary school: Continuity, growth, and relation to risk for child antisocial and depressive behavior. Child Development, 74(6), 1881–1898. https://doi.org/10.1046/j.1467-8624.2003.00644.x.
Stadler, C., Feifel, J., Rohrmann, S., Vermeiren, R., & Poustka, F. (2010). Peer-victimization and mental health problems in adolescents: Are parental and school support protective? Child Psychiatry and Human Development, 41, 371–386. https://doi.org/10.1007/s10578-010-0174-5.
Susilo, F. N., & Sawitri, D. R. (2015). Pola asuh otoriter orang tua dan sikap terhadap bullying pada siswa kelas XI. Junal Empat, 4(4), 78–83.
Sweeting, H., Young, R., West, P., & Der, G. (2006). Peer victimization and depression in early-mid adolescence: A longitudinal study. British Journal of Educational Psychology, 76, 577–594. https://doi.org/10.1348/000709905X49890.
Syed, N. (2018). How can school curb bullying. Retrieved from https://www.theeducatoronline.com/asia/news/how-can-schools-curb-bullying/246896
Tiliouine, H. (2015). School bullying victimisation and subjective well-being in Algeria. Child Indicators Research, 8(1), 133–150. https://doi.org/10.1007/s12187-014-9286-y.
Tis’ina, N. A., & Suroso. (2015). Pola asuh otoriter, konformitas dan perilaku school bullying. Persona, 4(2), 153–161.
Tucker, C. J., McHale, S. M., & Crouter, A. C. (2001). Conditions of sibling support in adolescence. Journal of Family Psychology, 15(2), 254–271. https://doi.org/10.1037/0893-3200.15.2.254.
Tucker, C. J., Finkelhor, D., Shattuck, A. M., & Turner, H. (2013a). Prevalence and correlates of sibling victimization types. Child Abuse and Neglect, 37(4), 212–223. https://doi.org/10.1016/j.chiabu.2013.01.006.
Tucker, C. J., Finkelhor, D., Turner, H., & Shattuck, A. (2013b). Association of sibling aggression with child and adolescent mental health. Pediatric, 132(1), 79–84 https://psycnet.apa.org/doi/10.1542/peds.2012-3801.
U.S. Department of Education. (2016). Student Reports of Bullying: Results from the 2015 school crime supplement to the National Crime Victimization Survey. Retrieved from https://nces.ed.gov/pubs2017/2017015.pdf.
United Nations (2016). Ending the torment: tackling bullying from the schoolyard to cyberspace. United Nations Special Representative of the Secretary General on Violence Against Children. Retrieved fromhttps://www.researchgate.net/profile/Ha_Le43/publication/309193756_Bullying_and_Educational_Stress_in_Schools_in_East_Asia/links/
Van de Vijver, F. J. R. (2015). Methodological aspects of cross-cultural research. In M. Gelfand, Y. Hong, & C. Y. Chiu (Eds.), Handbook of advances in culture & psychology (Vol. 5, pp. 101–160). New York, NY: Oxford University Press.
Van de Vijver, F. J. R., & Hambleton, R. K. (1996). Translating tests: Some practical guidelines. European Psychologist, 1(2), 88–99. https://doi.org/10.1027/1016-9040.1.2.89.
Wang, J., Iannotti, R. J., & Nansel, T. R. (2009). School bullying among adolescents in the United States: Physical, verbal, relational, and cyber. Journal of Adolescent Health, 45, 368–375. https://doi.org/10.1016/j.jadohealth.2009.03.021.
Wolke, D., & Skew, A. J. (2012). Bullying among siblings. International Journal of Adolescence Medical Health, 24(1). https://doi.org/10.1515/IJAMH.2012.004.
Wolke, D., Woods, S., Bloomfield, L., & Karstadt, L. (2000). The association between direct and relational bullying and behaviour problems among primary school children. Journal of Child Psychology, 41(8), 989–1002.
Wolke, D., Tippett, N., & Dantchev, S. (2015). Bullying in the family: Sibling bullying. The Lancet Psychiatry, 2, 917–929. https://doi.org/10.1016/S2215-0366(15)00262-X.
Author information
Authors and Affiliations
Corresponding author
Additional information
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Borualogo, I.S., Casas, F. Subjective Well-Being of Bullied Children in Indonesia. Applied Research Quality Life 16, 753–773 (2021). https://doi.org/10.1007/s11482-019-09778-1
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11482-019-09778-1