ArticleInternational journal of environmental research and public health2022
School Bullying Is Not a Conflict: The Interplay between Conflict Management Styles, Bullying Victimization and Psychological School Adjustment.
Article in International journal of environmental research and public health, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed, 21 citations in OpenAlex.
- The Impact of Bullying Victimization on School Adjustment: A Moderated Mediation Model.Behavioral sciences (Basel, Switzerland) · 2026Article
- The relationship between negative life events and non-suicidal self-injury (NSSI) among Chinese junior high school students: the mediating role of emotions.Annals of general psychiatry · 2022Article
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Authors and funding
1 author at 1 institution in 1 country.
Funding
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Abstract
It has been argued that adaptive conflict management styles may protect students against bullying victimization and against negative effects of ongoing victimization on psychological school adjustment. Moreover, maladaptive conflict management styles may lead to victimization or intensify negative effects of victimization on school adjustment. Mediation and moderation models were computed to test these effects. Furthermore, a person-oriented approach compared noninvolved students, victims, and bully-victims regarding conflict management styles and school adjustment. A total of 172 individuals (77.2% female, mean age: 22.7 years) completed a retrospective online questionnaire about conflict management styles, bullying victimization and school adjustment during their school years. In the mediation model, conflict management styles were not associated with victimization, but there was a positive direct effect of the integrating style on school adjustment. In the moderation model, the integrating style moderated the negative effect of victimization on school adjustment but did not buffer against the negative effects when victimization was high. Person-oriented comparisons showed that victims used the obliging style more often than bully-victims. Furthermore, victims and bully-victims showed lower school adjustment than noninvolved students. Overall, results corroborate the view that school bullying is qualitatively different from normal peer conflicts. Implications for researchers, policymakers, school principals and teachers are discussed.
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