Gender differences of individual and contextual factors in predicting bullying and victimization: A multi‐informant approach

IF 1.8 3区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Psychology in the Schools Pub Date : 2024-04-20 DOI:10.1002/pits.23211

Serena Borroni, Valentina Tobia, Annalisa Guarini, Matteo Caglio, Beatrice Scansani, Ilaria Polenghi, Anna Ogliari, Andrea Fossati

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Abstract

This study investigates the role of individual and contextual factors as potential concurrent predictors of bullying and victimization in male and female high school students. The sample included 517 adolescents and their teachers. With a multi‐informant approach, measures of bullying and victimization, personality traits, psychopathological symptoms, peer ratings of popularity, loneliness, bothersomeness, as well as school climate, were collected. A series of regression analyses showed gender differences in the dysfunctional personality traits resulted as predictors of bullying (e.g., impulsivity for males and deceitfulness for females). As for victimization, also the role of contextual predictors (i.e., negative relations with peers and safety problems) was significant, with some differences between males and females. These results highlight the importance of a multi‐informant and multifactor (i.e., individual, contextual) approach when investigating the dynamics of bullying and victimization.

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预测欺凌和受害情况的个人因素和环境因素的性别差异：多信息方法

本研究调查了个体因素和环境因素在预测男女高中生遭受欺凌和伤害时可能同时发挥的作用。样本包括 517 名青少年及其教师。研究采用多信息方法，收集了有关欺凌和受害、人格特质、精神病理症状、同伴对受欢迎程度、孤独感、讨厌程度的评价以及学校氛围的测量数据。一系列回归分析表明，功能失调人格特质在预测欺凌行为方面存在性别差异（如男性的冲动性和女性的欺骗性）。至于受害情况，情境预测因素（即与同伴的负面关系和安全问题）的作用也很显著，男性和女性之间存在一些差异。这些结果突出表明，在研究欺凌和受害的动态时，采用多信息和多因素（即个人、环境）的方法非常重要。

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

Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.00

自引率

5.00%

发文量

200

期刊介绍： Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.