Influences of Teachers, Students and School Climate on Bullying Victimization: Evidence from China
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Published
Sep 30, 2022
Abstract
Given the common occurrence of school bullying incidents and high prevalence rates of victimization in China, this study aims to explore the association between multiple school-related predictors and Chinese adolescents’ overall experiences with bullying victimization. Guided by the social-ecological framework for violence prevention, this study integrated different factors involving teachers, students, and school climate into one single research to detect the bullying problem more systematically and holistically. Further, the study applied the data from the 2018 Program for International Student Assessment while utilizing binary logistic regression analyses to perceive anti-bullying variables and their relationships with bullying victimization. The study revealed that teachers’ emotional, instrumental, and informational support other than appraisal support were negatively associated with students’ experiences of being bullied and victimized. The research also indicated that students’ sense of belonging, a cooperative school environment, and classroom disciplinary climate played a buffering role in bullying victimization while competition in school settings adversely increased overall bullying exposure. The results have highlighted the integration of various predictors in influencing multiple social relations and school environments to battle against in-person bullying. The results also have implications for stopping cyberbullying to achieve inclusive school education for all in the post-COVID-19 era.
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Keywords
Bullying Victimization, Classroom Disciplinary Climate, Cooperation and Competition, Sense of Belonging, Teacher Support
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Carvalho, C., Santos, N. N., António, R., & Mendonça Martins, D. S. (2021). Supporting students’ engagement with teachers’ feedback: The role of students’ school identification. Educational Psychology, 41(7):863-882, DOI: https://doi.org/10.1080/01443410.2020.1849564
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Cheema, J., & Kitsantas, A. (2014). Influences of disciplinary classroom climate on high school student self-efficacy and mathematics achievement: A look at gender and racial-ethnic differences. International Journal of Science and Mathematics Education, 12(5):1261-1279. DOI: https://doi.org/10.1007/s10763-013-9454-4
Chen, Z. H., & Chen, S. Y. (2014). When educational agents meet surrogate competition: Impacts of competitive educational agents on students’ motivation and performance. Computers & Education, 75:274-281. DOI: https://doi.org/10.1016/j.compedu.2014.02.014
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Colarossi, L. G., & Eccles, J. S. (2003). Differential effects of support providers on adolescents’ mental health. Social Work Research, 27(1):19-30. DOI: https://doi.org/10.1093/swr/27.1.19
Deutsch, M. (1949). A theory of cooperation and competition. Human Relations, 2:129-152. DOI: https://doi.org/10.1177%2F001872674900200204
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Di Stasio, M. R., Savage, R., & Burgos, G. (2016). Social comparison, competition and teacher-student relationships in junior high school classrooms predicts bullying and victimization. Journal of Adolescence, 53:207-216. DOI: https://doi.org/10.1016/j.adolescence.2016.10.002
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How to Cite
Zhu, Y., & Teng, Y. (2022). Influences of Teachers, Students and School Climate on Bullying Victimization: Evidence from China. Best Evidence in Chinese Education, 12(1), 1547–1571. https://doi.org/10.15354/bece.22.or065
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