Coping strategy, Well-being, and bullying perpetration in primary schools: a longitudinal mediation model
Ample evidence shows that school bullying remains a major social problem worldwide which brings negative physical and psychological outcomes for both bullies and victims. Although poor well-being has been considered a risk factor that reinforces aggressive and bullying behaviors among youth, limited...
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| Veröffentlicht in: | Current psychology (New Brunswick, N.J.) N.J.), 2023-09, Vol.42 (27), p.23332-23348 |
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| container_title | Current psychology (New Brunswick, N.J.) |
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| creator | Luo, Tingyu Law, Yik Wa Lai, Carmen Chui-shan |
| description | Ample evidence shows that school bullying remains a major social problem worldwide which brings negative physical and psychological outcomes for both bullies and victims. Although poor well-being has been considered a risk factor that reinforces aggressive and bullying behaviors among youth, limited research has focused on investigating how well-being influences bullying perpetration and how coping strategies mediate the relationship between the two remains unknown. Guided by the general strain theory and empirical findings, this study collected data from 920 primary school students (57.6% male;
Mage
= 10.88;
SD
= 1.25) through a two-wave longitudinal survey and identified significant relationships between well-being and bullying perpetration. The results showed that mental distress (
β
= 0.174;
p
|
| doi_str_mv | 10.1007/s12144-022-03376-5 |
| format | Article |
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Mage
= 10.88;
SD
= 1.25) through a two-wave longitudinal survey and identified significant relationships between well-being and bullying perpetration. The results showed that mental distress (
β
= 0.174;
p
< .001) and self-esteem (
β
= 0.136;
p
< .010) were positively associated with bullying perpetration, with the relationships partially mediated by the approach coping strategy, while the significant relationships between social support (
β
= -0.047;
p
< .001) and attitudes toward delinquency (
β
= -0.082;
p
< .001) and bullying perpetration were completely mediated by the approach coping strategy. Avoidance coping strategy showed no significant mediating effect in the association between well-being and bullying perpetration. Results have important implications for theory, practice, and future intervention.</description><identifier>ISSN: 1046-1310</identifier><identifier>EISSN: 1936-4733</identifier><identifier>DOI: 10.1007/s12144-022-03376-5</identifier><language>eng</language><publisher>New York: Springer US</publisher><subject>Behavioral Science and Psychology ; Bullying ; China ; Coping (Psychology) ; Elementary schools ; Longitudinal studies ; Methods ; Psychological aspects ; Psychology ; Quality of life ; School environment ; Social aspects ; Social Sciences ; Well being</subject><ispartof>Current psychology (New Brunswick, N.J.), 2023-09, Vol.42 (27), p.23332-23348</ispartof><rights>The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2022</rights><rights>COPYRIGHT 2023 Springer</rights><rights>The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2022.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c440t-7e8407b372c6ef486bae7d574d6adbc6b86ae6848eb17a1fc4dfd6a9c880039e3</cites><orcidid>0000-0001-5165-8193</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s12144-022-03376-5$$EPDF$$P50$$Gspringer$$H</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s12144-022-03376-5$$EHTML$$P50$$Gspringer$$H</linktohtml><link.rule.ids>314,777,781,27905,27906,41469,42538,51300</link.rule.ids></links><search><creatorcontrib>Luo, Tingyu</creatorcontrib><creatorcontrib>Law, Yik Wa</creatorcontrib><creatorcontrib>Lai, Carmen Chui-shan</creatorcontrib><title>Coping strategy, Well-being, and bullying perpetration in primary schools: a longitudinal mediation model</title><title>Current psychology (New Brunswick, N.J.)</title><addtitle>Curr Psychol</addtitle><description>Ample evidence shows that school bullying remains a major social problem worldwide which brings negative physical and psychological outcomes for both bullies and victims. Although poor well-being has been considered a risk factor that reinforces aggressive and bullying behaviors among youth, limited research has focused on investigating how well-being influences bullying perpetration and how coping strategies mediate the relationship between the two remains unknown. Guided by the general strain theory and empirical findings, this study collected data from 920 primary school students (57.6% male;
Mage
= 10.88;
SD
= 1.25) through a two-wave longitudinal survey and identified significant relationships between well-being and bullying perpetration. The results showed that mental distress (
β
= 0.174;
p
< .001) and self-esteem (
β
= 0.136;
p
< .010) were positively associated with bullying perpetration, with the relationships partially mediated by the approach coping strategy, while the significant relationships between social support (
β
= -0.047;
p
< .001) and attitudes toward delinquency (
β
= -0.082;
p
< .001) and bullying perpetration were completely mediated by the approach coping strategy. Avoidance coping strategy showed no significant mediating effect in the association between well-being and bullying perpetration. Results have important implications for theory, practice, and future intervention.</description><subject>Behavioral Science and Psychology</subject><subject>Bullying</subject><subject>China</subject><subject>Coping (Psychology)</subject><subject>Elementary schools</subject><subject>Longitudinal studies</subject><subject>Methods</subject><subject>Psychological aspects</subject><subject>Psychology</subject><subject>Quality of life</subject><subject>School environment</subject><subject>Social aspects</subject><subject>Social Sciences</subject><subject>Well being</subject><issn>1046-1310</issn><issn>1936-4733</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2023</creationdate><recordtype>article</recordtype><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><recordid>eNp9km9r3SAUxsPYYF23L7BXwmAwqJ1Go2bvymVbC4XB_rCXYsxJrsXETBPo_fYzS6G9cBm-UI6_5-B5fIriLSWXlBD5MdGSco5JWWLCmBS4elac0ZoJzCVjz_OZcIEpo-Rl8SqlO0KoFHV9VrhdmNzYozRHM0N_uEC_wXvcQC5eIDO2qFm8P6zIBHGCFXNhRG5EU3SDiQeU7D4Enz4hg3wYezcvrRuNRwO0boOH0IJ_XbzojE_w5mE_L359-fxzd41vv3292V3dYss5mbEExYlsmCytgI4r0RiQbSV5K0zbWNEoYUAorqCh0tDO8rbLV7VVihBWAzsv3m19pxj-LJBmfReWmB-UdKkEZ3VFyuqR6o0H7cYu5Mns4JLVV1JUpSKC0EzhE1QPI0STZ4XO5fIRf3mCz6uFwdmTgg9HgszMcD_3ZklJ3_z4fsy-f8Luwfh5n4JfVovTMVhuoI0hpQidfvgqTYle46K3uOgcF_0vLno1hG2ilOGxh_ho239UfwFL38B2</recordid><startdate>20230901</startdate><enddate>20230901</enddate><creator>Luo, Tingyu</creator><creator>Law, Yik Wa</creator><creator>Lai, Carmen Chui-shan</creator><general>Springer US</general><general>Springer</general><general>Springer Nature B.V</general><scope>AAYXX</scope><scope>CITATION</scope><scope>ISR</scope><scope>3V.</scope><scope>7XB</scope><scope>88G</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AZQEC</scope><scope>BEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>M2M</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope><orcidid>https://orcid.org/0000-0001-5165-8193</orcidid></search><sort><creationdate>20230901</creationdate><title>Coping strategy, Well-being, and bullying perpetration in primary schools: a longitudinal mediation model</title><author>Luo, Tingyu ; Law, Yik Wa ; Lai, Carmen Chui-shan</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c440t-7e8407b372c6ef486bae7d574d6adbc6b86ae6848eb17a1fc4dfd6a9c880039e3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2023</creationdate><topic>Behavioral Science and Psychology</topic><topic>Bullying</topic><topic>China</topic><topic>Coping (Psychology)</topic><topic>Elementary schools</topic><topic>Longitudinal studies</topic><topic>Methods</topic><topic>Psychological aspects</topic><topic>Psychology</topic><topic>Quality of life</topic><topic>School environment</topic><topic>Social aspects</topic><topic>Social Sciences</topic><topic>Well being</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Luo, Tingyu</creatorcontrib><creatorcontrib>Law, Yik Wa</creatorcontrib><creatorcontrib>Lai, Carmen Chui-shan</creatorcontrib><collection>CrossRef</collection><collection>Gale In Context: Science</collection><collection>ProQuest Central (Corporate)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Psychology Database (Alumni)</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>ProQuest Central Essentials</collection><collection>eLibrary</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>ProQuest Psychology</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><jtitle>Current psychology (New Brunswick, N.J.)</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Luo, Tingyu</au><au>Law, Yik Wa</au><au>Lai, Carmen Chui-shan</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Coping strategy, Well-being, and bullying perpetration in primary schools: a longitudinal mediation model</atitle><jtitle>Current psychology (New Brunswick, N.J.)</jtitle><stitle>Curr Psychol</stitle><date>2023-09-01</date><risdate>2023</risdate><volume>42</volume><issue>27</issue><spage>23332</spage><epage>23348</epage><pages>23332-23348</pages><issn>1046-1310</issn><eissn>1936-4733</eissn><abstract>Ample evidence shows that school bullying remains a major social problem worldwide which brings negative physical and psychological outcomes for both bullies and victims. Although poor well-being has been considered a risk factor that reinforces aggressive and bullying behaviors among youth, limited research has focused on investigating how well-being influences bullying perpetration and how coping strategies mediate the relationship between the two remains unknown. Guided by the general strain theory and empirical findings, this study collected data from 920 primary school students (57.6% male;
Mage
= 10.88;
SD
= 1.25) through a two-wave longitudinal survey and identified significant relationships between well-being and bullying perpetration. The results showed that mental distress (
β
= 0.174;
p
< .001) and self-esteem (
β
= 0.136;
p
< .010) were positively associated with bullying perpetration, with the relationships partially mediated by the approach coping strategy, while the significant relationships between social support (
β
= -0.047;
p
< .001) and attitudes toward delinquency (
β
= -0.082;
p
< .001) and bullying perpetration were completely mediated by the approach coping strategy. Avoidance coping strategy showed no significant mediating effect in the association between well-being and bullying perpetration. Results have important implications for theory, practice, and future intervention.</abstract><cop>New York</cop><pub>Springer US</pub><doi>10.1007/s12144-022-03376-5</doi><tpages>17</tpages><orcidid>https://orcid.org/0000-0001-5165-8193</orcidid></addata></record> |
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| subjects | Behavioral Science and Psychology Bullying China Coping (Psychology) Elementary schools Longitudinal studies Methods Psychological aspects Psychology Quality of life School environment Social aspects Social Sciences Well being |
| title | Coping strategy, Well-being, and bullying perpetration in primary schools: a longitudinal mediation model |
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