The Association Between Bullying Victimization and Problematic Internet Use: The Role of Social-Emotional Learning (SEL) Competencies

IF 3 3区 心理学 Q1 Social Sciences
Chun Chen, Chunyan Yang, Qian Nie, Zhaojun Teng
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引用次数: 0

Abstract

AbstractGuided by the compensatory Internet use theory, this cross-sectional study examined the relationship between bullying victimization (i.e., overall, traditional, and cyberbullying victimization) and problematic Internet use (PIU) among 1,141 Chinese adolescents. The study also examined the moderating roles of five core social-emotional learning (SEL) competencies (i.e., responsible decision-making, social awareness, relationship skills, self-management, and self-awareness) between bullying victimization and PIU. Results of structural equation modeling (SEM) showed that more frequent traditional bullying and cyberbullying victimization were associated with a higher frequency of PIU symptoms. Overall, SEL competencies were protective factors against PIU. Moreover, the positive association between traditional bullying victimization and PIU was intensified among students with higher levels of overall SEL competencies, social awareness, relationship skills, and self-awareness. The significant and positive association between cyberbullying victimization and PIU was not moderated by any of the five core SEL competencies. This implies that students with high SEL competencies generally experienced less bullying victimization and PIU. However, once they experienced bullying, they were more vulnerable to have PIU. Implications for school-based bullying intervention and PIU prevention were also discussed.Impact StatementThe study demonstrated that traditional bullying and cyberbullying victimization place students at a higher risk of PIU. Overall, SEL competencies were protective factors against PIU. However, higher levels of overall SEL competencies, social awareness, relationship skills, and self-awareness intensified the positive relationship between traditional bullying victimization and PIU. This implies that students with high SEL competencies generally experienced less bullying victimization. However, once they experienced bullying, they were more vulnerable to PIU.Keywords: structural equation modelinginternational school psychologysocial competencebullyingASSOCIATE EDITOR: Tamika La Salle-Finley Additional informationNotes on contributorsChun ChenChun Chen, PhD, NCSP, is an assistant professor in the Department of Applied Psychology, School of Humanities and Social Science at the Chinese University of Hong Kong, Shenzhen. Her research interests focus on school climate, bullying victimization, cross-cultural differences, and social-emotional learning competencies.Chunyan YangChunyan Yang, PhD, is an associate professor of school psychology in the College of Education, University of Maryland, College Park and was previously in the Berkeley School of Education at the University of California, Berkeley. Her research interests focus on understanding how school members (e.g., students, teachers, parents) interact with their living contexts (e.g., school, family, community, culture) to find their resilience in face of a variety of risk factors in school settings, such as bullying, teacher-targeted violence and mental health challenges.Qian NieQian Nie, PhD, is a postdoctoral researcher at Southwest University in China and also a visiting scholar at the University of California, Berkeley (2019–2020). Her research interests focus on the longitudinal influence of school climate on academic achievement, mental health outcomes, psychological suzhi and bullying.Zhaojun TengZhaojun Teng, PhD, is a professor in the Faculty of Psychology at Southwest University in China. His general research interests are video game use and adolescents’ behavioral outcomes, and his specific research interests are violent video game effects on adolescents’ aggression, bullying, and cyberbullying.
霸凌受害与问题上网的关系:社会情绪学习能力的作用
摘要在补偿性网络使用理论的指导下,本研究以1141名中国青少年为研究对象,探讨了欺凌受害(整体欺凌、传统欺凌和网络欺凌受害)与问题网络使用(PIU)的关系。结构方程模型(SEM)结果显示,传统欺凌和网络欺凌受害频率越高,PIU症状的发生频率越高。总体而言,SEL能力是预防PIU的保护因素。此外,在整体SEL能力、社会意识、人际关系技能和自我意识水平较高的学生中,传统欺凌受害与PIU之间的正相关关系被强化。网络欺凌受害与个人情感意愿之间的显著正相关关系不受五个核心SEL能力中的任何一个的调节。这意味着高SEL能力的学生通常经历较少的欺凌受害和PIU。然而,一旦他们经历过欺凌,他们更容易患PIU。本研究也讨论了校园霸凌干预和PIU预防的意义。影响陈述研究表明,传统欺凌和网络欺凌受害使学生面临更高的PIU风险。总体而言,SEL能力是预防PIU的保护因素。然而,较高水平的整体SEL能力、社会意识、关系技能和自我意识强化了传统欺凌受害与PIU之间的正相关关系。这意味着高SEL能力的学生通常较少遭受欺凌。然而,一旦他们遭受欺凌,他们更容易受到PIU。关键词:结构方程模型国际学校心理社会能力欺凌副主编:Tamika La Salle-Finley补充信息陈春,博士,NCSP,香港中文大学(深圳)人文社会科学学院应用心理学系助理教授。她的研究兴趣集中在学校氛围、欺凌受害者、跨文化差异和社会情感学习能力。杨春燕,博士,马里兰大学帕克分校教育学院学校心理学副教授,曾任职于加州大学伯克利分校伯克利教育学院。她的研究兴趣集中在了解学校成员(如学生、教师、家长)如何与他们的生活环境(如学校、家庭、社区、文化)互动,以发现他们在面对学校环境中的各种风险因素(如欺凌、针对教师的暴力和心理健康挑战)时的复原力。聂钱,博士,西南大学博士后研究员,美国加州大学伯克利分校访问学者(2019-2020)。她的研究兴趣主要集中在学校气候对学业成绩、心理健康结果、心理绥靖和欺凌的纵向影响。滕昭军,博士,西南大学心理学院教授。他的一般研究兴趣是电子游戏的使用和青少年的行为结果,他的具体研究兴趣是暴力电子游戏对青少年攻击、欺凌和网络欺凌的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
School Psychology Review
School Psychology Review Social Sciences-Education
CiteScore
6.90
自引率
20.00%
发文量
54
期刊介绍: School Psychology Review (SPR) is a refereed journal published quarterly by NASP. Its primary purpose is to provide a means for communicating scholarly advances in research, training, and practice related to psychology and education, and specifically to school psychology. Of particular interest are articles presenting original, data-based research that can contribute to the development of innovative intervention and prevention strategies and the evaluation of these approaches. SPR presents important conceptual developments and empirical findings from a wide range of disciplines (e.g., educational, child clinical, pediatric, community.
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