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Victim profiles and the protective role of school anti-bullying norms: a study of Chinese adolescents

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Abstract

Profiling victimization and examining the role of school protective factors could help educators to intervene in bullying effectively. To advance a more comprehensive understanding of bullying victimization, both face-to-face and cyberbullying victimization were considered in profiling victimization, and the preventive role of school anti-bullying norms against bullying victimization was examined specifically in the present study. We used a large data set of 31,362 students in the fifth to twelfth grade from 68 schools in southwest China. We identified three types of victimization through a latent class analysis (LCA) that included “all-type victimization” (Class 1: 7.8%), “verbal-relational victimization” (Class 2: 32.8%), and “non-victimization” (Class 3: 59.4%). We then performed multinomial logistic regression to interpret the nature of the latent classes. We estimated their associations with gender, grade, and parental punishment, and tested the moderation effects of school anti-bullying norms on these relationships. The results indicated that males were at a higher risk of experiencing all-type victimization than females. Students in higher grades and those whose parents scolded or physically disciplined them were at a higher risk of being in Class 1 and Class 2. We found that positive school anti-bullying norms could alleviate victimization and buffer its correlation with associated factors, including gender, grade, and parental disciplinary practices. These findings highlighted the heterogeneity of the students’ victimization experiences and the protective role of school anti-bully norms. Moreover, these findings could have important implications for research and practices designed to address the impacts and develop intervention strategies for the victims of bullying.

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  1. http://www.scio.gov.cn/zhzc/8/4/Document/1519736/1519736.htm

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Acknowledgements

The collection of the data used in the present study was funded by Guiyang University.

Funding

This study was supported by the Guizhou Province Educational Science Planning Project "Research on School Bullying Behavior in Peer Interaction: A Social Network Analysis of Primary School Students Involved in School Bullying" (2020B198) & Discipline and Master's Site Construction Project of Guiyang University by Guiyang City Financial Support Guiyang University (2022-XK09).

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Authors and Affiliations

  1. Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, China

    Dexuan Zhao & Hongyun Liu

  2. Department of Educational Psychology, The Chinese University of Hong Kong, Shatin, Hong Kong, China

    Dan Wang

  3. Guiyang University, Guiyang, China

    Zhuang He & Shuli Yuan

  4. No. 1 High School of Guiyang, Guiyang, China

    Dan Zhu

Authors
  1. Dexuan Zhao
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  2. Dan Wang
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  3. Zhuang He
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  4. Shuli Yuan
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  5. Dan Zhu
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  6. Hongyun Liu
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Corresponding author

Correspondence to Hongyun Liu.

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Ethics approval

The study was conducted in accordance with the Declaration of Helsinki and approved by the Institutional Review Board (or Ethics Committee) of the School of Educational Sciences at Guiyang University (protocol code No. JY0004 and date of approval 12 February 2021).

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All subjects and their parents provided written informed consent.

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Appendix 1

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Table 6

Table 6 Items of the School Bullying Victims Questionnaire
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Zhao, D., Wang, D., He, Z. et al. Victim profiles and the protective role of school anti-bullying norms: a study of Chinese adolescents. Curr Psychol 42, 31835–31852 (2023). https://doi.org/10.1007/s12144-022-04204-6

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