Relation Between Peer Victimization and Mental Health Among Chinese Students: Perceived School Climate and Covitality as Potential Moderators

Abstract

This short-term longitudinal study aims to expand our understanding of the role of peer victimization, student-level perceived school climate, covitality, and mental health difficulties among 897 Chinese elementary school students (3rd to 6th graders, Mage = 9.91 years, SD = 1.16 years, 57.44% boys). Results of the latent-moderated structural equation modeling indicated that peer victimization predicted mental health difficulties six months later, but mental health difficulties did not predict later peer victimization. Higher levels of perceived school climate and covitality predicted lower mental health difficulties cross-sectionally, but not longitudinally. Perceived school climate also moderated the relation between victimization and mental health difficulties. Victimized students tended to report more mental health difficulties when they perceived a better school climate. The results were consistent with the “healthy context paradox.” These findings have important implications for prevention and intervention for peer victimization in China. Impact Statement This short-term longitudinal study contributed to our understanding of the relation between peer victimization and mental health difficulties over time (six month) and the “healthy context paradox” among Chinese elementary school students. Results highlighted the importance of preventing peer victimization and promoting school climate and covitality in order to reduce mental health difficulties.