Trends in Bias-Based Bullying from 2015 to 2019 and the Associations Among Bias-Based Bullying, School Avoidance, and Supportive Adults at School

IF 2.3 3区心理学 Q1 CRIMINOLOGY & PENOLOGY

Journal of School Violence Pub Date : 2023-08-23 DOI:10.1080/15388220.2023.2248875

HyunGyung Joo, Hyemi Lee, Bianca Rodriguez

{"title":"Trends in Bias-Based Bullying from 2015 to 2019 and the Associations Among Bias-Based Bullying, School Avoidance, and Supportive Adults at School","authors":"HyunGyung Joo, Hyemi Lee, Bianca Rodriguez","doi":"10.1080/15388220.2023.2248875","DOIUrl":null,"url":null,"abstract":"ABSTRACT This study examines the prevalence of bias-based bullying and the associations among bias-based bullying, negative effects, school avoidance, and supportive adults. Frequency analysis and moderated mediation analysis were conducted using a national sample of adolescents aged 12 to 18 in the U.S. from the 2015, 2017, and 2019 National Crime Victimization Survey School Crime Supplement. Among the adolescents who were bullied between 2015 and 2019 (N = 629 in 2015, N = 1,179 in 2017, and N = 1,197 in 2019), 40.3% − 45.0% of them thought that bullying was related to their race, religion, ethnic origin, disability, gender, sexual orientation, or physical appearance. Among the adolescents who were bullied, the most frequently perceived reason was physical appearance (28.1% − 30.8%), followed by race (10.2% − 11.8%). The presence of supportive adults at school significantly moderates the mediational pathway between experiencing multiple forms of bias-based bullying and school avoidance through the negative effects of bullying.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"22 1","pages":"543 - 555"},"PeriodicalIF":2.3000,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of School Violence","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1080/15388220.2023.2248875","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"CRIMINOLOGY & PENOLOGY","Score":null,"Total":0}

引用次数: 0

Abstract

ABSTRACT This study examines the prevalence of bias-based bullying and the associations among bias-based bullying, negative effects, school avoidance, and supportive adults. Frequency analysis and moderated mediation analysis were conducted using a national sample of adolescents aged 12 to 18 in the U.S. from the 2015, 2017, and 2019 National Crime Victimization Survey School Crime Supplement. Among the adolescents who were bullied between 2015 and 2019 (N = 629 in 2015, N = 1,179 in 2017, and N = 1,197 in 2019), 40.3% − 45.0% of them thought that bullying was related to their race, religion, ethnic origin, disability, gender, sexual orientation, or physical appearance. Among the adolescents who were bullied, the most frequently perceived reason was physical appearance (28.1% − 30.8%), followed by race (10.2% − 11.8%). The presence of supportive adults at school significantly moderates the mediational pathway between experiencing multiple forms of bias-based bullying and school avoidance through the negative effects of bullying.

查看原文本刊更多论文

2015年至2019年基于偏见的欺凌趋势以及基于偏见的欺负、学校回避和学校支持性成年人之间的关联

摘要本研究调查了基于偏见的欺凌的普遍性，以及基于偏见的欺负、负面影响、学校回避和支持性成年人之间的关系。频率分析和适度调解分析是使用2015年、2017年和2019年《全国犯罪受害调查学校犯罪补充》中美国12至18岁青少年的全国样本进行的。在2015年至2019年间被欺凌的青少年中（N = 2015年629，N = 2017年为1179，N = 2019年为1197人），其中40.3%-45.0%的人认为欺凌与他们的种族、宗教、民族血统、残疾、性别、性取向或外表有关。在受到欺凌的青少年中，最常见的原因是外表（28.1%-30.8%），其次是种族（10.2%-11.8%）。学校里有支持性的成年人，通过欺凌的负面影响，显著调节了经历多种形式的基于偏见的欺凌和避学之间的中介途径。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of School Violence Multiple-

CiteScore

4.60

自引率

8.30%

发文量

期刊介绍： The Journal of School Violence is a multi-disciplinary, quarterly journal that publishes peer-reviewed empirical studies related to school violence and victimization. Accepting a variety of social science methodologies, this international journal explores the broad range of contemporary issues centering on violence in the school environment. These issues often include, but are not limited to, the nature, extent, prevention, and consequences of school violence for students, teachers, and staff of all manner of educational systems.