ArticlePsychology research and behavior management2024
The Healthy Context Paradox Between Bullying and Emotional Adaptation: A Moderated Mediating Effect.
Article in Psychology research and behavior management, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed, 7 citations in OpenAlex.
- Violence exposure in daily life and adolescent internet gaming disorder in the Chinese context: peer victimization and negative emotion as mediators in a three-wave study.BMC psychology · 2026Article
- How does school bullying influence adolescent social adaptation? a serial mediation model of school connectedness and self-disclosure.Frontiers in pediatrics · 2026Article
- Cumulative Family Risk and Migrant Children's School Adjustment: A Moderated Mediation Model of Relative Deprivation and Beliefs About Adversity.Behavioral sciences (Basel, Switzerland) · 2025Article
- From Online Aggression to Offline Silence: A Longitudinal Examination of Bullying Victimization, Dark Triad Traits, and Cyberbullying.Behavioral sciences (Basel, Switzerland) · 2025Article
- (In)Congruence Effect of Individual and Classroom Victimization on Internalizing Problems: Examine Healthy Context Paradox Using Response Surface Analysis.Journal of youth and adolescence · 2025Article
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Authors and funding
6 authors at 2 institutions in 1 country.
Funding
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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.
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