The Healthy Context Paradox Between Bullying and Emotional Adaptation: A Moderated Mediating Effect

Abstract

Introduction

Bullying is a significant concern for young people, with studies consistently showing a link between bullying and negative emotional consequences. However, the mechanisms that underlie this association remain unclear, particularly in terms of the classroom environment. This study aimed to explore the paradoxical phenomenon between bullying victimization and emotional adaptation among junior high school students in China, using the hypothesis of the healthy context paradox.

Methods

The study involved 880 students (565 girls; Mage=14.69; SD=1.407 years), and data were collected using self-reported surveys. The findings of the study, utilizing multilevel structural equation modeling (MSEM) techniques, demonstrated a cross-level moderated effect of classroom-level bullying victimization on the relationship between individual bullying victimization and emotional adaptation.

Results

Specifically, the results indicated that in classrooms with higher levels of victimization, the association between individual bullying victimization and increased depressive symptoms and State&Trait anxiety was more pronounced. These findings support the “Healthy context paradox” hypothesis in the Chinese context and provide insight into the mechanisms underlying this phenomenon.

Discussion

The results suggest that the classroom environment plays a crucial role in shaping the emotional consequences of bullying and that addressing classroom victimization is crucial for promoting emotional health among young people. By understanding the mechanisms that underlie the association between bullying and emotional consequences, interventions can be developed to target the underlying factors that contribute to this paradoxical phenomenon. Overall, the study provides new insights into the complex relationship between bullying and emotional health among young people, highlighting the importance of considering the classroom environment in addressing this issue.

Keywords:

• the healthy context paradox
• bullying victimization
• emotional adaptation
• the level of classroom victimization

Ethical Considerations

Ethical approval for this study was obtained from the Ethics Committee at the Faculty of Psychology, Yangtze University. The informed consent process was conducted in accordance with the guidelines provided by the committee, and all participants or their legal guardians provided written informed consent before their inclusion in the study. This research adheres to the principles outlined in the Declaration of Helsinki.

Disclosure

The authors report no conflicts of interest in this work.

Additional information

Funding

The key projects of education science plan of Hubei Province in 2022: Study on the influencing factors and intervention mechanism of non suicidal self injurious behaviors in adolescents (2022GA030), and the Major Project for Philosophy and Social Science Research of Hubei Province (23ZD132). The Key Projects for Philosophy and Social Science Research of Department of Education of Hubei Province in 2022(22D035).