ArticleBMC psychology2026
Longitudinal pattern of bullying and cyberbullying victimization and perpetration in adolescence: a multi-method approach from the Bullying and Youth Mental Health Naples Study (BYMHNS).
Article in BMC psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
10 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundBullying and cyberbullying are well recognized mental health risk factors and are of major public health concern during adolescence, yet inconsistencies in assessment methods and longitudinal design hinder accurate prevalence estimation and understanding of developmental trajectories. This longitudinal study aimed to: (a) compare prevalence estimates of bullying and cyberbullying using single-item versus multi-item assessments; (b) assess developmental changes in victimization and perpetration from 6th to 8th grade (ages 10-13).
methodsA cohort of 788 Italian middle school students (50.5% male) completed assessments in sixth (2015-2016) and eighth grade (2017-2018). Bullying and cyberbullying were measured with single-item and multi-item self-report instruments. Analyses included descriptive statistics, Pearson's correlation alongside point-biserial correlations, McNemar's tests, paired t-tests, generalized estimating equation models, mixed repeated-measures ANOVAs, Stuart-Maxwell tests, and intraclass correlation coefficients.
resultsSingle- and multi-item measures showed moderate convergence (r = .36-0.51). Single-item measures primarily capture global self-identification with victim or perpetrator roles, whereas multi-item measures provide greater specificity regarding the frequency, context, and modality of bullying. Measurement method influenced developmental trends: bullying victimization decreased as children got older using single-item tools (χ² = 24.59, p < .001) but remained stable with multi-item, while perpetration increased only via multi-item (d = -0.28). Cyberbullying findings were more tentative: single-item victimization decreased, multi-item victimization remained stable, and multi-item perpetration showed only a small increase. Supplementary analyses showed no significant Time × Sex interactions, and school-level clustering was negligible.
conclusionsFindings highlight that bullying assessment methodological choices strongly influence prevalence and developmental estimates. Multi-method longitudinal designs are crucial for valid assessment and effective prevention.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.