The Relationship Between School Bullying and Subjective Well-Being: The Mediating Effect of School Belonging.

Zhuzhu Xu,Chenchen Fang

doi:10.3389/fpsyg.2021.725542

Abstract

In order to deepen people's understanding of how school bullying influences subjective well-being of students involved, this research system explores the relationship between school bullying, school belonging, and subjective well-being, and the data of students in mainland China (represented by Beijing, Shanghai, Jiangsu, and Zhejiang) participating in the PISA 2018 test were used for analysis. The results show that school bullying has a significant negative correlation between students' school belonging and subjective well-being. Besides, school belonging plays a part role in mediating the negative correlation between school bullying and subjective well-being of middle school.

Highlights

In the past decade, the research on school bullying has been on the rise, and European and American scholars have dominated the research, while China and other Asian regions have slightly insufficient attention to this area (Li et al, 2017), especially in the context of Chinese, research on how school bullying influences students’ subjective well-being is even rarer (Guo, 2019)
China’s educational department has implemented a series of long-term mechanisms to improve and prevent bullying in primary and middle school students, thereby effectively responding to school violence such as bullying and helping students improve mental health, as well as school belonging and well-being (MOE, 2017). In view of this above, this study focuses on exploring the relationship between school bullying and students’ subjective well-being in a school environment in mainland China, and further examines the mediating role of school belonging
The project team selected the sample of middle school students over 15 years old who participated in PISA2018 from mainland China (B-S-J-Z-China), namely a total of 12,058 Chinese student participants represented by Beijing, Shanghai, Jiangsu, and Zhejiang, which is the main source of data for this study

Summary

Introduction

The research on school bullying has been on the rise, and European and American scholars have dominated the research, while China and other Asian regions have slightly insufficient attention to this area (Li et al, 2017), especially in the context of Chinese, research on how school bullying influences students’ subjective well-being is even rarer (Guo, 2019). This situation may be stem from many reasons. In the context of Chinese culture, school belonging may involve in alleviating the negative impact of school bullying on subjective well-being

Methods

Results

Conclusion