Abstract
School bullying is a widely recognized problem in developed countries, but remains under-investigated in developing countries, especially in remote rural areas. In this paper, we examine the prevalence, correlates, and consequences of bullying victimization and its relation to educational performance and creative attitudes. Using data from 10,528 students across 120 primary schools in rural China, we find an alarmingly high prevalence of bullying victimization and that several individual, family, and school characteristics are correlated with bullying victimization. Analyses indicate students who are bullied frequently score lower in Chinese, reading, and math tests and creative attitudes. Taken together, the results demonstrate a need for further research and policy interventions to reduce bullying in schools.
Highlights
IntroductionWhile school-based violence can take many forms, bullying is prevalent
Our results show that the prevalence of bullying victimization among primary school students in rural China is alarmingly high
The findings in this paper offer insights into factors that may contribute to student academic performance and creative attitudes in rural China beyond those that have been traditionally considered, such as teacher quality, school funding, and student physical health
Summary
While school-based violence can take many forms, bullying is prevalent. Despite definitions varying, bullying is generally considered to be “intentional repeated overt or covert inappropriate behavior from another that is intended to intimidate and harm the target” [1]. A student is bullied “when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other students” [2]
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