Thuong H Nguyen, Huong M T Nguyen, Thu T Ha, Ngoc N Nguyen
{"title":"The Role of Teacher and Peer Support against Bullying Among Secondary School Students in Vietnam.","authors":"Thuong H Nguyen, Huong M T Nguyen, Thu T Ha, Ngoc N Nguyen","doi":"10.1080/00221325.2022.2099243","DOIUrl":null,"url":null,"abstract":"<p><p>Physical bullying is prevalent among secondary school students in Vietnam, and it is thought that support from peers and teachers may make a significant contribution to lessening the problem in the country. The authors aimed to examine the association between peer support, teacher support, and physical bullying among secondary school students in Vietnam, controlling for age and sex. They also tested the moderation effects of sex on peer support, teacher support, and physical bullying. A multiple linear regression analysis was conducted, using a sample of 482 secondary students between 12 and 15 years old from three secondary schools in a big city in the country. Findings of the study revealed that support from peers and teachers was associated with significant attenuation of physical bullying among the sample in the study. Specifically, the more support from peers and teachers that there was, the less likely it was that the participants would get involved in physical bullying behavior. The findings also indicated that sex did not have the moderation effects on the relationship between peer support, teacher support, and physical bullying in the sample. Results of this study have implications for schools, teachers, and secondary school students.</p>","PeriodicalId":54827,"journal":{"name":"Journal of Genetic Psychology","volume":null,"pages":null},"PeriodicalIF":1.7000,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Genetic Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1080/00221325.2022.2099243","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2022/7/28 0:00:00","PubModel":"Epub","JCR":"Q3","JCRName":"PSYCHOLOGY","Score":null,"Total":0}
引用次数: 1
Abstract
Physical bullying is prevalent among secondary school students in Vietnam, and it is thought that support from peers and teachers may make a significant contribution to lessening the problem in the country. The authors aimed to examine the association between peer support, teacher support, and physical bullying among secondary school students in Vietnam, controlling for age and sex. They also tested the moderation effects of sex on peer support, teacher support, and physical bullying. A multiple linear regression analysis was conducted, using a sample of 482 secondary students between 12 and 15 years old from three secondary schools in a big city in the country. Findings of the study revealed that support from peers and teachers was associated with significant attenuation of physical bullying among the sample in the study. Specifically, the more support from peers and teachers that there was, the less likely it was that the participants would get involved in physical bullying behavior. The findings also indicated that sex did not have the moderation effects on the relationship between peer support, teacher support, and physical bullying in the sample. Results of this study have implications for schools, teachers, and secondary school students.
期刊介绍:
The Journal of Genetic Psychology is devoted to research and theory in the field of developmental psychology. It encompasses a life-span approach, so in addition to manuscripts devoted to infancy, childhood, and adolescence, articles on adulthood and aging are also published. We accept submissions in the area of educational psychology as long as they are developmental in nature. Submissions in cross cultural psychology are accepted, but they must add to our understanding of human development in a comparative global context. Applied, descriptive, and qualitative articles are occasionally accepted, as are replications and refinements submitted as brief reports. The review process for all submissions to The Journal of Genetic Psychology consists of double blind review.