ArticleFrontiers in psychology2019
Children's Social Integration and Low Perception of Negative Relationships as Protectors Against Bullying and Cyberbullying.
Article in Frontiers in psychology, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Aggression in online gaming: the role of online disinhibition, social dominance orientation, moral disengagement and gender traits among Chinese university students.Frontiers in public health · 2024Article
- Who Is Exposed to Harmful Online Content? The Role of Risk and Protective Factors Among Czech, Finnish, and Spanish Adolescents.Journal of youth and adolescence · 2021Article
- The Transformation of Conflicts into Relational Well-Being in Physical Education: GIAM Model.International journal of environmental research and public health · 2021Article
- Teaching Socio-Emotional Competencies Among Primary School Students: Improving Conflict Resolution and Promoting Democratic Co-existence in Schools.Frontiers in psychology · 2021Article
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Authors and funding
4 authors.
Funding
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Abstract
The aim was to investigate the factors associated with the diverse bullying forms suffered by a victim (relational, aggressive and cyberbullying) by considering the mediating role of the quality of coexistence in school: social integration and perception about relationships among peers. We evaluated data about 42 schools (79.5% public) in a sample of 3,407 students (47.6% boys and 52.4% girls) from the Primary Education. The mediational analyses indicated that, to predict all the bullying forms, a greater sense of social integration and a perception of low negative relationships were mediators, and social integration was the factor that most strongly correlated with bullying, especially relational bullying. We found that the number of good friends and negative relationships together predicted social integration, and the school type predicted negative relationships and number of good friends. The implications for education programs and policy are discussed.
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