Publication Cover
Victims & Offenders
An International Journal of Evidence-based Research, Policy, and Practice
Latest Articles
1,336
Views
0
CrossRef citations to date
0
Altmetric
Research Article

School Belongingness and Family Support as Predictors of School Bullying Perpetration and Victimization in Adolescents: Are Relations the Same for Students with an Immigrant Background?

ORCID Icon, &

References

  • Aguinis, H., Beaty, J. C., Boik, R. J., & Pierce, C. A. (2005). Effect size and power in assessing moderating effects of categorical variables using multiple regression: A 30-year review. Journal of Applied Psychology, 90(1), 94–107. https://doi.org/10.1037/0021-9010.90.1.94
  • Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Sage.
  • Allen, K. A., & Bowles, T. (2012). Belonging as a guiding principle in the education of adolescents. Australian Journal of Educational & Developmental Psychology, 12, 108–119. https://eric.ed.gov/?id=EJ1002251
  • Allen, K. A., Gallo Cordoba, B., Ryan, T., Arslan, G., Slaten, C. D., Ferguson, J. K., Bozoglan, B., Abdollahi, A., & Vella-Brodrick, D. (2022). Examining predictors of school belonging using a socio-ecological perspective. Journal of Child and Family Studies. https://doi.org/10.1007/s10826-022-02305-1
  • Allen, K., Kern, M. L., Vella-Brodrick, D., Hattie, J., & Waters, L. (2016). What schools need to know about fostering school belonging: A meta-analysis. Educational Psychology Review, 30(1), 1–34. https://doi.org/10.1007/s10648-016-9389-8
  • Allen, K. A., Slaten, C. D., Arslan, G., Roffey, S., Craig, H., & Vella-Brodrick, D. A. (2021). School belonging: The importance of student and teacher relationships. In M. L. Kern & M. L. Wehmeyer (Eds.), The Palgrave handbook of positive education (pp. 525–550). Palgrave Macmillan.
  • Almeida, J., Johnson, R. M., McNamara, M., & Gupta, J. (2011). Peer violence perpetration among urban adolescents: Dispelling the myth of the violent immigrant. Journal of Interpersonal Violence, 26(13), 2658–2680. https://doi.org/10.1177/0886260510388288
  • Arslan, G. 2021. School bullying and youth internalizing and externalizing behaviors: Do school belonging and school achievement matter? International Journal of Mental Health and Addiction. Advance online publication. https://doi.org/10.1007/s11469-021-00526-x
  • Bacchini, D., Esposito, G., & Affuso, G. (2009). Social experience and school bullying. Journal of Community & Applied Social Psychology, 19(1), 17–32. https://doi.org/10.1002/casp.975
  • Bjereld, Y., Daneback, K., & Petzold, M. (2015). Differences in prevalence of bullying victimization between native and immigrant children in the Nordic countries: A parent-reported serial cross-sectional study. Child: Care, Health and Development, 41(4), 593–599. https://doi.org/10.1111/cch.12184
  • Bradshaw, C. P., Sawyer, A. L., & O’brennan, L. M. (2009). A social disorganization perspective on bullying-related attitudes and behaviors: The influence of school context. American Journal of Community Psychology, 43, 204–220. https://doi.org/10.1007/s10464-009-9240-1
  • Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
  • Cantin, S., Brendgen, M., Dussault, F., & Vitaro, F. (2019). Transactional links between adolescents’ and friends’ victimization during the first two years of secondary school: The mediating role of likeability and friendship involvement. Social Development, 28(3), 743–757. https://doi.org/10.1111/sode.12355
  • Caravita, S. C. S., & Cillessen, A. H. N. (2012). Agentic or communal? Associations between interpersonal goals, popularity, and bullying in middle childhood and early adolescence. Social Development, 21(2), 376–395. https://doi.org/10.1111/j.1467-9507.2011.00632.x
  • Caravita, S. C. S., Di Blasio, P., & Salmivalli, C. (2009). Unique and interactive effects of empathy and social status on involvement in bullying. Social Development, 18(1), 140–160. https://doi.org/10.1111/j.1467-9507.2008.00465.x
  • Cook, C., Williams, K. R., Guerra, N. G., Kim, T., & Sadek, S. (2010). Predictors of bullying and victimization in childhood and adolescence: A meta-analytic investigation. School Psychology Quarterly, 25(2), 65–83. https://doi.org/10.1037/a0020149
  • Dane, A. V., Marini, Z. A., Volk, A. A., & Vaillancourt, T. (2017). Physical and relational bullying and victimization: Differential relations with adolescent dating and sexual behavior. Aggressive Behavior, 43(2), 111–122. https://doi.org/10.1002/ab.21667
  • De Bolle, M., & Tackett, J. L. (2013). Anchoring bullying and victimization in children within a five-factor model-based person-centred framework. European Journal of Personality, 27(3), 280–289. https://doi.org/10.1002/per.1901
  • De Bruyn, E. H., Cillessen, A. H. N., & Wissink, I. B. (2010). Associations of peer acceptance and perceived popularity with bullying and victimization in early adolescence. Journal of Early Adolescence, 30(4), 543–566. https://doi.org/10.1177/0272431609340517
  • Demaray, M. K., & Malecki, C. K. (2003). Perceptions of the frequency and importance of social support by students classified as victims, bullies, and bully/victims in an urban middle school. School Psychology Review, 32(3), 471–489. https://doi.org/10.1080/02796015.2003.12086213
  • Eccles, J., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21(1), 225–241. https://doi.org/10.1111/j.1532-7795.2010.00725.x
  • Espelage, D. L., & Swearer, S. M. (2010). A social-ecological model for bullying prevention and intervention: Understanding the impact of adults in the social ecology of youngsters. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.), Handbook of bullying in schools. An international perspective (pp. 61–72). Routledge.
  • Feinstein, B. A., Turner, B. C., Beach, L. B., Korpak, A. K., & Phillips, G. (2019). Racial/ethnic differences in mental health, substance use, and bullying victimization among self-identified bisexual high school-aged youth. LGBT Health, 6(4), 174–183. https://doi.org/10.1089/lgbt.2018.0229
  • Felix, E., & Greif Green, J. (2010). Popular girls and brawny boys. The role of gender in bullying and victimization experiences. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.), Handbook of bullying in schools. An international perspective (pp. 173–185). Routledge.
  • Garandeau, C. F., & Lansu, T. A. M. (2019). Why does decreased likeability not deter adolescent bullying perpetrators? Aggressive Behavior, 45(3), 348–359. https://doi.org/10.1002/ab.21824
  • Garandeau, C. F., Lee, I. A., & Salmivalli, C. (2014). Inequality matters: Classroom status hierarchy and adolescents’ bullying. Journal of Youth and Adolescence, 43(7), 1123–1133. https://doi.org/10.1007/s10964-013-0040-4
  • Goldweber, A., Waasdorp, T. E., & Bradshaw, C. P. (2013). Examining the link between bullying behaviors and perceptions of safety and belonging among secondary school students. Journal of School Psychology, 51(4), 469–485. https://doi.org/10.1016/j.jsp.2013.04.004
  • Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends’ values to academic motivation among urban adolescent students. The Journal of Experimental Education, 62(1), 60–71. https://doi.org/10.1080/00220973.1993.9943831
  • Grusec, J. E., & Hastings, P. D. (2015). Handbook of socialization: Theory and research. Guilford Press.
  • Herne, K. E. (2016). ‘It’s the parents’: Re-presenting parents in school bullying research. Critical Studies in Education, 2(2), 254–270. https://doi.org/10.1080/17508487.2014.988635
  • Juvonen, J., & Schacter, H. L. (2017). Bullying in school and online contexts: Social dominance, bystander compliance, and the emotional pain of victims. In A. Rutland, D. Nesdale, & C. S. Brown (Eds.), The Wiley-Blackwell handbook of group processes in children and adolescents (pp. 317–332). Wiley.
  • Kahle, L., & Peguero, A. A. (2017). Bodies and bullying: The interaction of gender, race, ethnicity, weight, and inequality with school victimization. Victims & Offenders, 12(2), 323–345. https://doi.org/10.1080/15564886.2015.1117551
  • Khoury-Kassabri, M., Benbenishty, R., Astor, R. A., & Zeira, A. (2004). The contributions of community, family, and school variables to student victimization. American Journal of Community Psychology, 34(3–4), 187–204. https://doi.org/10.1007/s10464-004-7414-4
  • Kljakovic, M., & Hunt, C. (2016). A meta-analysis of predictors of bullying and victimization in adolescence. Journal of Adolescence, 49(1), 134–145. https://doi.org/10.1016/j.adolescence.2016.03.002
  • Košir, K., Klasinc, L., Špes, T., Špes, T., Cankar, G., & Horvat, M. (2020). Predictors of self-reported and peer-reported victimization and bullying behavior in early adolescents. The role of school, classroom and individual factors. European Journal of Psychology of Education, 35(2), 381–402. https://doi.org/10.1007/s10212-019-00430-y
  • Laninga-Wijnen, L., Harakeh, Z., Garandeau, C., Dijkstra, J. K., Veenstra, R., & Vollebergh, W. A. M. (2019). Classroom popularity hierarchy predicts prosocial and aggressive popularity norms across the school year. Child Development, 90(5), 637–653. https://doi.org/10.1111/cdev.13228
  • Lereya, S. T., Samara, M., & Wolke, D. (2013). Parenting behavior and the risk of becoming a victim and a bully/victim: A meta-analysis study. Child Abuse & Neglect, 37(12), 1091–1108. https://doi.org/10.1016/j.chiabu.2013.03.001
  • Llorent, V. J., Ortega-Ruiz, R., & Zych, I. (2016). Bullying and cyberbullying in minorities: Are they more vulnerable than the majority group? Frontiers in Psychology, 7, Article 1507. https://doi.org/10.3389/fpsyg.2016.01507
  • Ma, X. (2002). Bullying in middle school: Individual and school characteristics of victims and offenders, school effectiveness and school improvement. An International Journal of Research, Policy and Practice, 13, 63–89. https://doi.org/10.1076/sesi.13.1.63.3438
  • Marsh, H. W., Nagengast, B., Morin, A. J. S., Parada, R. H., Craven, R. G., & Hamilton, L. R. (2011). Construct validity of the multidimensional structure of bullying and victimization: An application of exploratory structural equation modeling. Journal of Educational Psychology, 103(3), 701–732. https://doi.org/10.1037/a0024122
  • McClelland, G. H., & Judd, C. M. (1993). Statistical difficulties of detecting interactions and moderator effects. Psychological Bulletin, 114(2), 376–390. https://doi.org/10.1037/0033-2909.114.2.376
  • Menesini, E., & Salmivalli, C. (2017). Bullying in schools: The state of knowledge and effective interventions. Psychology, Health & Medicine, 22(sup1), 240–253. https://doi.org/10.1080/13548506.2017.1279740
  • Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, W. J., Simons-Morton, B., & Scheidt, P. (2001). Bullying behaviors among US youth: Prevalence and association with psychosocial adjustment. Jama, 285(16), 2094–2100. https://doi.org/10.1001/jama.285.16.2094
  • Navarro, R., Yubero, S., Víllora, B., & Larranaga, E. (2021). The role of parents in bullying and cyberbullying. In P. K. Smith & J. O’Higgins Norman (Eds.), The Wiley-Blackwell handbook of bullying. A comprehensive and international review of research and intervention (Vol. 2, pp. 351–369). Wiley Blackwell. https://doi.org/10.1002/9781118482650.ch37
  • Nocentini, A., Fiorentini, G., Paola, L. D., & Menesini, E. (2019). Parents, family characteristics and bullying behavior: A systematic review. Aggression and Violent Behavior, 45, 41–50. https://doi.org/10.1016/j.avb.2018.07.010
  • OECD. (2019). PISA 2018 Results (Volume III): What school life means for students’ lives. PISA, OECD Publishing. https://doi.org/10.1787/acd78851-en
  • Oldenburg, B., Van Duijn, M., Sentse, M., Huitsing, G., Van der Ploeg, R., Salmivalli, C., & Veenstra, R. (2015). Teacher characteristics and peer victimization in elementary schools: A classroom-level perspective. Journal of Abnormal Child Psychology, 43(1), 33–44. https://doi.org/10.1007/s10802-013-9847-4
  • Osher, D., Cantor, P., Berg, J., Steyer, L., & Rose, T. (2018). Drivers of human development: How relationships and context shape learning and development. Applied Developmental Science, 1. https://doi.org/10.1080/10888691.2017.1398650
  • Pan, B., Zhang, L., Ji, L., Garandeau, C. F., Salmivalli, C., & Zhang, W. (2020). Classroom status hierarchy moderates the association between social dominance goals and bullying behavior in middle childhood and early adolescence. Journal of Youth and Adolescence, 49, 2285–2297. https://doi.org/10.1007/s10964-020-01285-z
  • Plenty, S., & Jonsson, J. O. (2017). Social exclusion among peers: The role of immigrant status and classroom immigrant density. Journal of Youth and Adolescence, 46(6), 1275–1288. https://doi.org/10.1007/s10964-016-0564-5
  • Saarento, S., Kärnä, A., Hodges, E. V., & Salmivalli, C. (2013). Student-, classroom-, and school-level risk factors for victimization. Journal of School Psychology, 51(3), 421–434. https://doi.org/10.1016/j.jsp.2013.02.002
  • Salmivalli, C., Laninga-Wijnen, L., Malamut, S. T., & Garandeau, C. F. (2021). Bullying prevention in adolescence: Solutions and new challenges from the past decade. Journal of Research on Adolescence, 31(4), 1023–1046. https://doi.org/10.1111/jora.12688
  • Scales, P. C. (2011). Youth developmental assets in global perspective: Results from international adaptations of the Developmental Assets Profile. Child Indicators Research, 4(4), 619–645. https://doi.org/10.1007/s12187-011-9112-8
  • Schwartz, D., Mali, L., & Kelleghan, A. (2020). The vantage point of a victim. In L. H. Rosen, S. R. Scott, & S. Y. Kim (Eds.), Bullies, victims, and bystanders. Understanding child and adult participant vantage points (pp. 143–178). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-52939-0_6
  • Sentse, M., Kiuru, N., Veenstra, R., & Salmivalli, C. (2014). A social network approach to the interplay between adolescents’ bullying and likeability over time. Journal of Youth and Adolescence, 43(9), 1409–1420. https://doi.org/10.1007/s10964-014-0129-4
  • Sentse, M., Kretschmer, T., & Salmivalli, C. (2015). The longitudinal interplay between bullying, victimization, and social status: Age-related and gender differences. Social Development, 24(3), 659–677. https://doi.org/10.1111/sode.12115
  • Shah, S., Choi, M., Miller, M., Halgunseth, L. C., Schaik, S., & Brenick, A. (2021). Family cohesion and school belongingness: Protective factors for immigrant youth against bias-based bullying. New Directions in Child and Adolescent Development, (2021(177), 199–217. https://doi.org/10.1002/cad.20410
  • Slaten, C. D., Ferguson, J. K., Allen, K. A., Brodrick, D.-V., & Waters, L. (2016). School belonging: A review of the history, current trends, and future directions. The Educational and Developmental Psychologist, 33(1), 1–15. https://doi.org/10.1017/edp.2016.6
  • Swearer, S. M., & Espelage, D. (2011). Expanding the social-ecological framework of bullying among youth: Lessons learned from the past and directions for the future [Chapter 1]. Educational Psychology Papers and Publications, Paper 140.
  • Taštanoska, T. (Ed.). (2019). The education system in the Republic of Slovenia 2018/2019. Ministry of Education, Science and Sport of the Republic of Slovenia.
  • Thornberg, R., Wegmann, B., Wänström, L., Bjereld, Y., & Sung Hong, J. (2022). Associations between student–teacher relationship quality, class climate, and bullying roles: A Bayesian multilevel multinomial logit analysis. Victims & Offenders. Advance online publication. https://doi.org/10.1080/15564886.2022.2051107
  • Troop-Gordon, W., & Ladd, G. V. (2015). Teachers’ victimization-related beliefs and strategies: Associations with students’ aggressive behavior and peer victimization. Journal of Abnormal Child Psychology, 43(1), 45–60. https://doi.org/10.1007/s10802-013-9840-y
  • Veenstra, R., Lindenberg, S., Huitsing, G., Sainio, M., & Salmivalli, C. (2014). The role of teachers in bullying: The relation between antibullying attitudes, efficacy, and efforts to reduce bullying. Journal of Educational Psychology, 106(4), 1135–1143. https://doi.org/10.1037/a0036110
  • Vitoroulis, I., & Vallancourt, T. (2018). Ethnic group differences in bullying perpetration: A meta-analysis. Journal of Research on Adolescence, 28(4), 752–771. https://doi.org/10.1111/jora.12393
  • Yeager, D. S., Fong, C. J., Lee, H. Y., & Espelage, D. L. (2015). Declines in efficacy of antibullying programs among older adolescents: Theory and a three-level meta-analysis. Journal of Applied Developmental Psychology, 37, 36–51. https://doi.org/10.1016/j.appdev.2014.11.005
  • Yeung, R., & Leadbeater, B. (2010). Adults make a difference: The protective effects of parent and teacher emotional support on emotional and behavioral problems of peer victimized adolescents. Journal of Community Psychology, 38(1), 80–98. https://doi.org/10.1002/jcop.20353
  • Yoon, J., Mauman, S., & Corcoran, C. (2020). Role of adults in prevention and intervention of peer victimization. In L. H. Rosen, S. R. Scott, & S. Y. Kirn (Eds.), Bullies, victims, and bystanders. Understanding child and adult participant vantage points (pp. 179–212). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-52939-0_7
  • Zych, I., & Farrington, D. P. (2021). Stability and change in bullying and cyberbullying throughout the school years. In P. K. Smith & J. O’Higgins Norman (Eds.), The Wiley- Blackwell handbook of bullying. A comprehensive and international review of research and intervention (Vol. 2, pp. 21–36). Wiley-Blackwell. https://doi.org/10.1002/9781118482650.ch37