Journal of School Violence最新文献

{"title":"Risk and Resiliency Factors Associated with School Bullying and Cyberbullying Among Adolescents in Mediterranean Countries","authors":"Rotem Maor, Tesler Riki, Giladi Ariela, Ben-Meir Lilach, Jerassi Meital, Adilson Marques, Harel-Fisch Yossi","doi":"10.1080/15388220.2023.2266811","DOIUrl":"https://doi.org/10.1080/15388220.2023.2266811","url":null,"abstract":"ABSTRACTSchool bullying and cyberbullying are serious public health problems that negatively affect the lives of school-aged children. We examined the correlation between risk behaviors and lack of resiliency factors with bullying and cyberbullying across seven Mediterranean countries. The sample consisted of 33,399 adolescents (51.1% girls) aged 11, 13, and 15 years who participated in the Health Behavior in School-aged Children (HBSC) survey in 2018 in Greece, Israel, Italy, Macedonia, Malta, Portugal, and Spain. Bivariate logistic regressions were conducted to test the relationship between risk behaviors, resilience, and bullying. All risk behaviors and lack of resiliency factors examined were related to involvement in bullying as a victim, perpetrator, or bully-victim, both in school and cyberbullying. Moreover, the odds of involvement in school bullying and cyberbullying increased as the number of risk behaviors and the lack of resiliency factors grew. Our results may contribute to the development and implementation of anti-bullying programs.KEYWORDS: Bullyingcyberbullyingrisk behaviorsresiliency factors Disclosure statementNo potential conflict of interest was reported by the author(s).Institutional review board statementThe study was conducted according to the guidelines of the Declaration of HBSC and approved by the Institutional Ethics Committee of Bar Ilan University (code RO-10203) (05//2018).Informed consent statementInformed consent was obtained from all subjects involved in the studyAdditional informationFundingThis research was funded by grants from them ministries of health, education, and public security. The Israel HBSC research team is supported by the Department of Health. Funding number: 430/21.Notes on contributorsRotem MaorRotem Maor has a Ph.D. in Education, is a Lecturer at David Yellin College of Education in Israel. Her main research interests include: social rejection, bullying and cyberbullying.Tesler RikiDr. Tesler Riki is currently a lecturer in the Department of Health Systems Management at Ariel University in Ariel, Israel. She lectures on the topics of health education and promotion, epidemiology, the sociology of health, and risk and health behaviors among teenagers and adults, with a particular emphasis on intervention programs. She is a researcher connected to the international Health Behavior in School-Aged Children (HBSC) program, which focuses on the health and welfare of children and youth.Giladi ArielaGiladi Ariela received her Ph.D. in education from Ariel University, Israel, where she presently lectures. She is a postdoctoral researcher at the HBSC-Israel, an international research program on adolescent well-being and health, at Bar Ilan University Faculty of Education. Her focus of research includes higher education, foreign language learning, self-efficacy, effort, wellbeing, adolescents, risk behaviors, and emotional health.Ben-Meir LilachLilach Ben-Meir received her Ph.D. in psychology from Ariel Un","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136032995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"College Students’ Attitudes Toward Denying Admission to Prospective Students with Criminal Records","authors":"Alexander L. Burton, Haley N. Puddy, Sunmin Hong, Velmer S. Burton, William T. Miller","doi":"10.1080/15388220.2023.2269525","DOIUrl":"https://doi.org/10.1080/15388220.2023.2269525","url":null,"abstract":"ABSTRACTEach year, thousands of prospective students are denied admission to universities because they possess a criminal record. Prior research finds that university officials and faculty are generally accepting of those with records attending universities. To date, few studies have examined the perspectives of college students on this matter. The current study adds to this literature by examining college students’ (n = 846) attitudes toward denying individuals admission to universities based on possessing a criminal record. The results reveal general opposition toward denying prospective students solely on the basis of possessing a record. However, divisions exist among students and fall on factors related to criminal justice system contact and racial, punitive, and political viewpoints.KEYWORDS: attitudescollege admissionscriminal recordssurvey research Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsAlexander L. BurtonAlexander L. Burton is an Assistant Professor in the Criminology and Criminal Justice Program at The University of Texas at Dallas. His research primarily focuses on crorrections and public policy and has been published in Criminology, Criminology & Public Policy, and Justice Quarterly.Haley N. PuddyHaley N. Puddy is a doctoral student in the Criminology and Criminal Justice Program at The University of Texas at Dallas. Her research interests include crime and justice policySunmin HongSunmin Hong is a doctoral student in the Criminology and Criminal Justice Program at The Univeristy of Texas at Dallas. His resaerch interests include cybercrime, cyberspace, and criminal record-related policies.Velmer S. BurtonVelmer S. Burton Jr. is a Fellow in the Center for Justice and Communities at the University of Cincinnati. His research has been published in Criminology, the Journal of Research in Crime and Delinquency, the Journal of Quantitative Criminology, and Justice Quarterly.William T. MillerWilliam T. Miller is a Research Associate at the University of Cincinnati Center for Criminal Justice Research. His research focuses on the evaluation of court programs and policies intended to increase access to justice for marginalized groups.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136114577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mediating Roles of Self-Esteem and Empathy in the Relation Between Mindfulness and Cyberbullying Perpetration Among Adolescents: A Longitudinal Perspective","authors":"Caimeng Liu, Guangzhe Frank Yuan, Hong Wang Fung, Jingjing Zhao, Wei Shi, Yuanyuan An, Jiaxin Liu","doi":"10.1080/15388220.2023.2266800","DOIUrl":"https://doi.org/10.1080/15388220.2023.2266800","url":null,"abstract":"ABSTRACTPrior research has documented that mindfulness is negatively associated with aggressive behaviors. Recently, studies have examined mediating psychological constructs that account for the relationships between mindfulness and cyberbullying perpetration. The purpose of the current study was to examine the longitudinal relationship between mindfulness and cyberbullying behaviors through the mediating variables of self-esteem and empathy. This study used a two-wave longitudinal design. The final sample consisted of 661 Chinese junior high school students. Participants completed four self-report questionnaires including mindfulness, self-esteem, empathy, and cyberbullying perpetration. Structural equation modeling revealed that mindfulness was significantly related to cyberbullying perpetration over time. Self-esteem and empathy significantly mediated the relationship between mindfulness and cyberbullying. Future research may focus on the potential mechanisms linking mindfulness and other protective factors with cyberbullying perpetration to facilitate the development and use of cyberbullying interventions.KEYWORDS: Mindfulnesscyberbullying perpetrationself-esteemempathyadolescents AcknowledgmentsCL and GFY contributed equally to this paper.Disclosure statementNo potential conflict of interest was reported by the author(s).Authorship contribution statementCL and GFY designed the study, performed data analysis, and wrote the initial manuscript. HWF, JZ, SW, and YA performed data interpretation, editing, and gave critical review. JZ and JL assisted in data collection and gave critical review. All authors contributed to and approved the final manuscript for submission.Additional informationFundingCaimeng Liu’s work is supported by a research grant (CSXL-22231) from Chengdu Medical College - Sichuan Applied Psychology Research Center.Notes on contributorsCaimeng LiuMs. Caimeng Liu is a lecturer in the School of Education Science at Leshan Normal University. Her research interests include the mental health of children and adolescents in China.Guangzhe Frank YuanDr. Guangzhe F. Yuan is a postdoctoral researcher in the Department of Health Promotion, Education, and Behavior at the University of South Carolina. His recent research has focused on the mental health problems of people living with HIV and psychological distress in adolescents and young adults.Hong Wang FungDr. Hong Wang Fung is a postdoctoral fellow with congenital disabilities in Hong Kong. Expertise/Research focus: Mental health, trauma, complex PTSD, dissociation, psychosocial care, and ICT in health and social services.Jingjing ZhaoMs. Jingjing Zhao is a psychological counselor specializing in adolescent mental health issues.Wei ShiDr. Wei Shi is an associate professor at Sichuan University. Her main research interests are: disasters and mental health, trauma exposure and psychological development, and psychological counseling and treatment.Yuanyuan AnDr. Yuanyuan An is an associate p","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135352383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Information is power:” Promoting a Safer Environment for College Students to Report Sexual Violence","authors":"Lindsay Smith, Pallie Swartz, Yasemin Irvin-Erickson","doi":"10.1080/15388220.2023.2264178","DOIUrl":"https://doi.org/10.1080/15388220.2023.2264178","url":null,"abstract":"ABSTRACTMost college students do not report sexual violence (SV) incidents reportable under Title IX to their universities. Several studies focus on Title IX in regard to gender equality in sports or SV survivors’ perceptions of their Title IX experience. However, few studies examine the knowledge and perceptions of Title IX of the general college student body using qualitative methods. This study expands upon this literature by exploring college students’ perspectives on Title IX, including the most recent amendments to Title IX regulations. Focus groups and interviews were conducted with 55 students with different levels of Title IX experience at one university. The results show that, with the exception of students with Title IX experience, most students lack knowledge about Title IX regulations and procedures, but all students had high expectations of the Title IX office. There is also skepticism and confusion surrounding changes to Title IX regulations.KEYWORDS: Sexual violenceTitle IXvictimizationdiscriminationcollege students Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe work was supported by the College of Humanities and Social Sciences (CHSS) and the Office of Graduate Education, George Mason University.Notes on contributorsLindsay SmithLindsay Smith Lindsay Smith completed her master’s degree in Criminology, Law and Society at George Mason University. As a doctoral candidate in Criminology, Law and Society, she works as a graduate research assistant for the Center for Advancing Correctional Excellence! Her research interests include gender and corrections with an emphasis on reintegration success, gender-based violence, and sexual victimization.Pallie SwartzPallie Swartz Pallie Swartz completed her undergraduate degrees in psychology and criminology at Kansas State University, and her master’s degree in Criminology, Law and Society at George Mason University. She is completing her law degree at the University of Missouri – Kansas City and plans to practice family law, focusing on domestic and sexual violence, education, and disability law.Yasemin Irvin-EricksonYasemin Irvin-Erickson Dr. Yasemin Irvin-Erickson is an Assistant Professor of Criminology, Law and Society at George Mason University. She primarily conducts research in the areas of victimization and violence.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136279853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Large-Scale Longitudinal Study of School Factors as Mediators from Depression and Parental Monitoring to Peer Victimization in Mainland Chinese Middle Schools","authors":"Chaoyue Wu, Ron A. Astor, Rami Benbenishty","doi":"10.1080/15388220.2023.2261365","DOIUrl":"https://doi.org/10.1080/15388220.2023.2261365","url":null,"abstract":"ABSTRACTThe current study longitudinally investigated how personal (depression) and family (parental monitoring) factors affect middle school peer victimization through school factors (academic performance, risky peer influence, and school belongingness) in mainland China. This study relied on large-scale 3-year longitudinal national data from mainland China with a sample of 8,357 middle school students who participated in all three waves. The results of structural equation modeling indicate that parental monitoring in Wave 1 did not predict peer victimization in Wave 3 directly, but it showed a significant indirect impact on peer victimization in Wave 3 through academic performance, risky peer influence, and school belongingness in Wave 2. Depression in Wave 1 was directly associated with peer victimization in Wave 3 and indirectly affected peer victimization in Wave 3 through academic performance, risky peer influence, and school belongingness in Wave 2. Practical implications are discussed.KEYWORDS: Peer victimizationdepressionparental monitoringrisky peersschool belongingness Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsChaoyue WuChaoyue Wu is a Ph.D student in Social Welfare at the UCLA Luskin School of Public Affairs. Her research focuses on examining risk factors for violence involvement and the negative impacts of victimization experience on mental and behavioral health among marginalized children and adolescents.Ron A. AstorRon A. Astor holds the Marjory Crump Chair Professorship in Social Welfare at the UCLA Luskin School of Public Affairs, with a joint appointment in the UCLA Graduate School of Education and Information Studies. His work examines the role of the physical, social-organizational, and cultural contexts in schools related to different kinds of school violence.Rami BenbenishtyRami Benbenishty is a Professor emeritus at the Hebrew University of Jerusalem. His main areas of interest are the safety, welfare, and wellbeing of children, both in community normative settings, such as schools, and in out of home placements, such as foster homes and residential care.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135925974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the Connection Between Food Insecurity and Sexual Victimization Among College Students","authors":"Leah E. Daigle, Raven B. Muñoz, Katelyn P. Hancock","doi":"10.1080/15388220.2023.2261361","DOIUrl":"https://doi.org/10.1080/15388220.2023.2261361","url":null,"abstract":"ABSTRACTA small body of research has identified a positive relationship between food insecurity and victimization risk, including intimate partner violence and sexual violence victimization as well as experiencing and witnessing childhood violence in the home. The question remains whether food insecurity is related to sexual victimization among college students, and if so, what mechanisms link the two. We use data from the American College Health Association’s National College Health Assessment, a national sample of college students, to investigate these relationships. We find that low and very low food security increases the odds of sexual victimization, and that both are tied to increased odds of experiencing moderate to severe stress, depression, anxiety, binge drinking, and drug use. Institutions of higher learning may benefit from programs to address food insecurity. Doing so may have the corollary benefit of influencing mental health and health risk behaviors in ways that could reduce sexual victimization.KEYWORDS: Sexual victimizationfood insecuritycollege studentsstress Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Respondents were asked to write in their identification if they selected the other category. Those who wrote an option that fit into one of the noted categories were coded as such, and those who were not clearly identifiable as one of these groups but noted a racial/ethnic/national group (e.g., German) were coded as Other. Those who did not wish to indicate or wrote in something nonsensical or nonidentifiable were coded as missing.2. Persons who wrote in a response that matched one of these categories when selecting “Other” were coded accordingly or in the Other category. Those who wrote in a response that was nonsensical or nonidentifiable were coded as missing. Those who wrote in a response that indicated cisgender were coded according to their response on the biological sex variable (e.g., those who indicated being cisgender and female at birth were coded as woman or female on the gender identity variable).3. Those who wrote in a response when selecting other who identified one of the categories present in this study were coded as that category. Those who wrote in a response that was determined to be made up or noninterpretable (e.g., hopeless) or who chose not to answer were coded as missing.4. When using a Bonferroni correction for planned comparisons for the effect between food security and the mediators, all significant findings remain (adjusted p-value =.004).Additional informationNotes on contributorsLeah E. DaigleDr. Leah E. Daigle is Professor in the Department of Criminal Justice in the Andrew Young School of Policy Studies at Georgia State University. Her most recent research has centered on recurring victimization, sexual victimization of college women, and the development and continuation of victimization across the life course. She is coauthor of Criminals in the Mak","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135926146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Classroom Disruptiveness and Racial, Ethnic, and Gender Disparities in Office Discipline Referrals","authors":"Peter S. Lehmann","doi":"10.1080/15388220.2023.2255131","DOIUrl":"https://doi.org/10.1080/15388220.2023.2255131","url":null,"abstract":"ABSTRACT Prior research has shown that Black and Hispanic students are more likely to experience office discipline referrals than White youth, and the magnitude of these inequalities has been found to vary by gender. However, it remains unclear whether racial/ethnic and gender disparities in office referrals might be amplified among students in more disruptive classroom environments. Analyses of data from the 2012–2021 8th/10th grade cohorts of the Monitoring the Future survey (N = 70,442) reveal that, among male youth, Black- and Hispanic-White differences in office referrals are substantially weaker for students who describe their classrooms as more disruptive. In contrast, the heightened risk of an office referral for minority female students relative to White females increases in correspondence with higher levels of classroom disruptiveness.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43761123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Dimensions of Empathy and Bystander Intervention Action in Bullying Across Age","authors":"Suravi Changlani, Lyndsay N. Jenkins, Yanyun Yang","doi":"10.1080/15388220.2023.2248870","DOIUrl":"https://doi.org/10.1080/15388220.2023.2248870","url":null,"abstract":"ABSTRACT This study aimed to extend the literature by examining how bystander intervention (i.e. when a witness to a bullying episodes does something to address the situation) varies with respect to the type of bystander intervention (i.e. direct intervention, emotional intervention, involving an adult, ignore) across victim status (friend, unknown), intervener age (elementary, high school), and dimensions of empathy (affective, cognitive) in the intervener. Given substantive differences in both empathy (especially cognitive empathy) and bystander intervention when comparing children to older adolescents, the association between empathy and intervening may differ across age groups. Self-report survey data were collected from 370 racially diverse participants in grades 3–5 ; (n = 158) and grades 9–12 (n = 212) in the southeastern area of the United States. Multi-group path analysis was conducted. Results varied by intervener age, type of intervention, and type of empathy. Affective empathy for high school students was not related to intervention at all, but affective empathy for elementary students was related to emotional intervention. For both age groups, cognitive empathy was related to emotional intervention and reporting to adults for all unknown victims, as well as for known victims in high school students. For known victims, no clear pattern emerged for age groups and how empathy was associated with each type of intervention. Overall, the findings suggest that bystander intervention in bullying is not a “one size fits all” behavior. Bystander intervention programs for bullying should provide more nuanced training regarding types of interventions and encourage empathy and action for both known and unknown victims.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43510643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessing the Feasibility of a Text Message Intervention to Promote Bystander Intervention to Adolescents","authors":"Rebecca R. Ortiz, Andrea M. Smith","doi":"10.1080/15388220.2023.2214739","DOIUrl":"https://doi.org/10.1080/15388220.2023.2214739","url":null,"abstract":"ABSTRACT The purpose of this study was to assess the feasibility and implementation of a text message intervention to teach adolescents bystander intervention strategies. Adolescents (N = 123) engaged daily for 15 days with bystander education materials and questions sent to them by text message to their personal cell phones. The likelihood to intervene on social media increased over the course of the intervention, but the same was not found for likelihood to intervene in person. The likelihood to intervene in the individual bystander intervention scenarios presented were however significant predictors of likelihood to intervene on social media and in person. This study provides promising preliminary evidence that delivering bystander intervention education to adolescents via their cell phones has the potential to teach them how to recognize and respond as a bystander to bullying and harassment among their peers, especially in online spaces such as social media.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47078388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"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":"https://doi.org/10.1080/15388220.2023.2248875","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":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41455843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}