Relationship between bullying victimization and perpetration, academic achievement and screen time among primary and secondary school students

Abstract

Objective The study aims to determine the latent class of roles in bullying victimization and perpetration among primary and secondary school students and to explore its relationship with academic achievement and screen use, to provide a reference for developing preventive measures and intervention plans.

Methods A total of 29 099 students at grade 5, 6, 7, 8, 10, and 11 from Shenzhen were surveyed through convenient cluster sampling method by Olweus Bully/Victim Questionnaire. The latent class analysis was used for classifying bully/victim category.

Results The latent class analysis revealed three classes, the noninvolvement group (low response rate at all items, 80.9%), the bullying victimization group (low response rate at bullying and high response rate at victimization items, 15.9%), and the bullying victimization and perpetration group (high response rate at all items, 3.3%). Boys were more likely than girls to belong to the bullying victimization and perpetration at all study sections ( OR=0.83, 0.74, 0.47, P<0.05). Transfer students were at higher risk to be in the bullying victimization group in elementary and middle school ( OR=1.21, 1.21), while they were more likely to fall into the bullying victimization and perpetration group in high school ( OR=2.65) ( P<0.05). Students with poor academic performance were more likely to be in the bullying victimization group at all sections ( OR=0.98, 0.98, 0.98) and in the bullying victimization and perpetration group at elementary and middle school ( OR=0.97, 0.98) ( P<0.05). Students spending longer time on screen had elevated risk in the bullying victimization group ( OR=1.06, 1.04, 1.08, P<0.05).

Conclusion Students with poor academic achievement and prolonged screen time are at higher risks to be involved in bullying victimization and perpetration. Collaboration between home and school are needed to preventing bullying victimization perpetration.

Abstract

【摘要】 目的 探讨中小学生欺负/受欺负角色的潜在类别, 及其与学业成绩和屏幕使用时间的关系, 为制定预防性措施 和干预计划提供参考依据。 方法 采用方便整群抽样方法选取深圳市罗湖区 29 099 名中小学生, 采用 Olweus 欺负/受欺 负问卷进行调査。使用潜在类别分析探讨欺负/受欺负角色。 结果 潜在类别分析发现, 中小学生欺负/受欺负角色共存 在 3 种潜在类别:未卷人组 (23 537 名, 80.9%)、受欺负组 (4 613 名, 15.9%) 和欺负-受欺负组 (949 名, 3.3%)。多因素 Loustic 回归分析发现, 相比于男生, 女生在小学、初中、髙中各学段均有更低风险为欺负-受欺负者 ( OR 值分别为 0.83, 0.74, 0.47); 小学和初中阶段, 转学生更可能为受欺负者 ( OR 值分别为 1.21, 1.21), 在髙中阶段更可能为欺负-受欺负者 ( OR=2.65); 所有学段成绩较差的学生更可能为受欺负者 ( OR 值分别为 0.98, 0.98, 0.98), 小学和初中阶段学业成绩较差可以预 测欺负-受欺负者 ( OR 值分别为 0.97, 0.98); 所有学段视屏时间较长的学生更可能为受欺负者 ( OR 值分别为 1.06, 1.04, 1.08) ( P 值均<0.05)。 结论 成绩较差及视屏时间较长的中小学生更可能卷人欺负/受欺负事件。应针对中小学制定家 校合作的综合干预措施, 降低学生卷人欺负事件的风险。