TEMPORAL PATTERNS AND PREDICTORS OF BULLYING ROLES AMONG ADOLESCENTS IN VIETNAM: A SCHOOL-BASED COHORT STUDY

  • 31/03/2022
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Giới thiệu

ALTHOUGH MANY CROSS-SECTIONAL STUDIES HAVE EXAMINED BULLYING EXPERIENCES AND CORRELATED FACTORS AMONG ADOLESCENTS IN SCHOOLS, RELATIVELY LITTLE IS KNOWN ABOUT THE EXTENT TO WHICH BULLYING ROLES ARE STABLE OR FLUID OVER TIME. THIS SHORT-TERM QUANTITATIVE LONGITUDINAL STUDY IN VIETNAM EXAMINED TEMPORAL PATTERNS AND PREDICTORS OF BULLYING ROLES OVER AN ACADEMIC YEAR. A TOTAL OF 1424 MIDDLE AND HIGH SCHOOL STUDENTS AGED 1217YEARS COMPLETED TWO ANONYMOUS, SELF-ADMINISTERED QUESTIONNAIRES SIX MONTHS APART IN 2014 AND 2015. YOUNG PEOPLE WERE CLASSIFIED INTO DIFFERENT BULLYING ROLES AS FOLLOW: NOT-INVOLVED (38.9%), VICTIMS ONLY (24%), BULLIES ONLY (6.6%), AND BULLY-VICTIMS (40.4%) ACROSS THE TWO TIMES. ABOUT 60% OF ALL SURVEYED STUDENTS EXPERIENCED BULLYING EITHER AS VICTIM, BULLY, OR BULLY-VICTIM DURING THE YEAR. OF THESE STUDENTS, NEARLY THREE IN FOUR INDICATED UNSTABLE BULLYING ROLES OVER TIME. MULTIVARIATE MULTINOMIAL LOGISTIC REGRESSIONS INDICATED FACTORS RANGING FROM INDIVIDUAL (AGE, GENDER, AND MENTAL HEALTH) TO FAMILY (SOCIAL SUPPORT, PARENTAL SUPERVISION AND MONITORING, WITNESSING PARENTAL VIOLENCE, AND CONFLICT WITH SIBLINGS), SCHOOL (PERCEIVED SOCIAL SUPPORT, TEACHERS ATTEMPT TO STOP BULLYING AT SCHOOL), AND PEERS (SOCIAL SUPPORT, STUDENTS ATTEMPT TO STOP BULLYING AT SCHOOL) HAVE SIGNIFICANT ASSOCIATIONS WITH LEVELS OF BULLYING INVOLVEMENT. IMPLICATIONS FOR BULLYING PREVENTION PROGRAMS NATIONALLY AND INTERNATIONALLY ARE DISCUSSED. 2017 THE AUTHOR(S). PUBLISHED BY INFORMA UK LIMITED, TRADING AS TAYLOR & FRANCIS GROUP.

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