Being bullied and psychosocial adjustment among middle school students in China.
BACKGROUND: Using the Chinese version of the Global School-based Health Survey (GSHS), this article describes the prevalence of being bullied among a nationally representative sample of Chinese students in grades 6-10 and explores the relationships between being bullied and selected indicators of ps...
| Published in: | Journal of School Health Vol. 80; no. 4; pp. 193 - 200 |
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| Main Authors: | , , , , , , |
| Format: | equations & formulas research tables/charts Journal Article |
| Published: |
Wiley-Blackwell
Apr2010
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105134795&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105134795 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00224391 JOS jtl: Journal of School Health issn: 00224391 maglogo: Y pubinfo: dt: Apr2010 vid: 80 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105134795 48392634 2010582506 10.1111/j.1746-1561.2009.00486.x NLM20433645 105134795 ppf: 193 ppct: 7 formats: tig: atl: Being bullied and psychosocial adjustment among middle school students in China. aug: au: Cheng Y Newman IM Qu M Mbulo L Chai Y Chen Y Shell DF affil: Associate Professor, National Institute for Health Education, Chinese Center for Disease Control & Prevention, Room 604, 1 Qu 12 Lou, Anhua Xili, Beijing 100011, PR China. sug: subj: Adaptation, Psychological In Adolescence Adolescent Behavior Bullying Epidemiology Students, Middle School Psychosocial Factors Adolescence Chi Square Test Child China Cluster Sample Comparative Studies Confidence Intervals Data Analysis Software Depression Descriptive Statistics Female Health Behavior Human Interpersonal Relations Learning Environment Logistic Regression Loneliness Male Odds Ratio P-Value Questionnaires Schools, Middle Stress, Psychological Suicidal Ideation Surveys Urban Areas Adolescent: 13-18 years Child: 6-12 years Female Male ab: BACKGROUND: Using the Chinese version of the Global School-based Health Survey (GSHS), this article describes the prevalence of being bullied among a nationally representative sample of Chinese students in grades 6-10 and explores the relationships between being bullied and selected indicators of psychosocial adjustment. METHODS: A total of 9015 students in middle schools in Beijing, Hangzhou, Wuhan, and Urumqi completed the Chinese version of the GSHS. Researchers analyzed the results from 2 questions about the frequency and form of being bullied and 11 questions about psychosocial adjustment. Descriptive statistics and logistic regression were used in the analysis. RESULTS: About 25.7% of middle school students reported being bullied on 1 or more of the past 30 days. Rates of being bullied were similar for males and females, but the forms of being bullied were different. Being bullied was significantly lower in Beijing than in the other 3 cities. There were significant psychosocial differences between students who had been bullied and students who had not been bullied. Students who had been involved in a physical fight, often felt lonely, or had considered suicide in the past 30 days were more likely to report being bullied. Students who thought that other students in their school were often kind and helpful, who felt parents often understood their troubles, or who were taught in school how to handle stress were less likely to report being bullied. Conclusions: Being bullied is not uncommon in Chinese middle schools. Chinese schools typically place great emphasis on academic achievement, perhaps at the expense of the social climate of the school. Results indicated schools could implement changes to the school climate to reduce the likelihood of students' being bullied. pubtype: Academic Journal doctype: equations & formulas research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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