Psychological Development and Education ›› 2023, Vol. 39 ›› Issue (4): 568-579.doi: 10.16187/j.cnki.issn1001-4918.2023.04.13

Previous Articles     Next Articles

Bullying Victimization Trajectories in Early Adolescence: The Predictive Role of Depression, Self-esteem and Academic Achievement

XIN Guogang, ZHANG Libin, CHANG Ruisheng, ZHANG Yunyun   

  1. Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing 100875
  • Published:2023-07-19

Abstract: The development trajectories of the bullying victims are highly group heterogeneous. It is of great significance to help bullying victims get out of the predicament by clarifying the different developmental trajectories of the victims, identifying the high-risk groups, and further exploring the risk and protective factors that predict different development trajectories. The sample was composed of 2560 adolescents junior high school students in Central China. Depression, self-esteem and academic achievement was assessed at the end of the first semester of grade seven and victimization was assessed at 4 different time points from seventh to eighth grade. The results showed that: (1) There were four types of early adolescent bullying victimization trajectories, namely low-stable victims (75%), low-increasing victims (8%), high-decreasing victims (12%), and high-stable victims (5%); (2) Individuals with a high level of depression are more likely to enter the high-stable victims, the second likely to enter the high-decreasing victims and the low-stable victims; (3) Individuals with low self-esteem are more likely to enter the low-increasing victims, the second likely to enter the low- stable victims; (4) Individuals with a low level of academic achievement are more likely to enter the high-stable victims and high-decreasing victims, the second likely to enter the low-stable victims and low-increasing victims. The research results not only prove that high depression, low self-esteem and low academic achievement are risk factors for the development of bullying victimization, but also provide an empirical basis for the theoretical construction of the developmental cascade.

Key words: early adolescence, bullying victimization, depression, self-esteem, academic achievement

CLC Number: 

  • B844
Abou-ezzeddine, T., Schwartz, D., Chang, L., Lee-Shin, Y., Farver, J., & Xu, Y. (2007). Positive peer relationships and risk of victimization in Chinese and South Korean children's peer groups.Social Development, 16(1), 106-127.
Barker, E. D., Arseneault, L., Brendgen, M., Fontaine, N., & Maughan, B. (2008). Joint development of bullying and victimization in adolescence: Relations to delinquency and self-harm.Journal of the American Academy of Child and Adolescent Psychiatry, 47(9), 1030-1038.
Boivin, M., Petitclerc, A., Feng, B., & Barker, E. D. (2010). The developmental trajectories of peer victimization in middle to late childhood and the changing nature of their behavioral correlates.Merrill-Palmer Quarterly-Journal of Developmental Psychology, 56(3), 231-260.
Boivin, M., & Vitaro, F. (1995). The impact of peer relationships on aggression in childhood: Inhibition through coercion or promotion through peer support. In J. McCord (Ed.),Coercive and punishment in long-term perspectives (pp. 183-197). Cambridge University Press.
Boulton, M. J., Smith, P. K., & Cowie, H. (2010). Short-term longitudinal relationships between children's peer victimization/bullying experiences and self-perceptions evidence for reciprocity.School Psychology International, 31(3), 296-311.
Brendgen, M., Girard, A., Vitaro, F., Dionne, G., & Boivin, M. (2016). Personal and familial predictors of peer victimization trajectories from primary to secondary school.Developmental Psychology, 52(7), 1103-1114.
Bukowski, W. M., Laursen, B., & Hoza, B. (2010). The snowball effect: Friendship moderates escalations in depressed affect among avoidant and excluded children.Development and Psychopathology, 22(4), 749-757.
Chang, A. (2013). The developmental trajectories of school violence victimization.Journal of Korean Criminological Association, 7(1), 61-82.
Chen, I. H., Gamble, J. H., & Lin, C.-Y. (2021). Peer victimization's impact on adolescent school belonging, truancy, and life satisfaction: A cross-cohort international comparison.Current Psychology.https://doi.org/10.1007/s12144-021-01536-7
Chen, X. Y., Cen, G. Z., Li, D., & He, Y. F. (2005). Social functioning and adjustment in Chinese children: The imprint of historical time.Child Development, 76(1), 182-195.
Chen, X. Y., & French, D. C. (2008). Children's social competence in cultural context.Annual Review of Psychology, 59, 591-616.
Cheung, C. S. S., & Pomerantz, E. M. (2011). Parents' involvement in children's learning in the United States and China: Implications for children's academic and emotional adjustment.Child Development, 82(3), 932-950.
Cho, S. J., & Lee, J. R. (2020). Joint growth trajectories of bullying perpetration and victimization among korean adolescents: Estimating a second-order growth mixture model-factor-of-curves with low self-control and opportunity correlates.Crime & Delinquency, 66(9), 1296-1337.
Clements, P., & Seidman, E. (2002). The ecology of middle grades schools and possible selves: Theory, research, and action. In T. M. Brinthaupt & R. P. Lipka (Eds.),Understanding early adolescent selfand identity: Applications and interventions (pp. 133-164). State University of New York Press.
Connolly, J., Geller, S., Marton, P., & Kutcher, S. (1992). Peer responses to social-interaction with depressed adolescents.Journal of Clinical Child Psychology, 21(4), 365-370.
Cook, C. R., Williams, K. R., Guerra, N. G., Kim, T. E., & Sadek, S. (2010). Predictors of Bullying and Victimization in Childhood and Adolescence: A Meta-analytic Investigation.School Psychology Quarterly, 25(2), 65-83.
Dishion, T. J., Andrews, D. W., & Crosby, L. (1995). Antisocial boys and their friends in early adolescence - relationship characteristics, quality, and interactional process.Child Development, 66(1), 139-151.
Dotterer, A. M., McHale, S. M., & Crouter, A. C. (2009). The development and correlates of academic interests from childhood through adolescence.Journal of Educational Psychology, 101(2), 509-519.
Egan, S. K., & Perry, D. G. (1998). Does low self-regard invite victimization?Developmental Psychology, 34(2), 299-309.
Espelage, D. L., & Swearer, S. M. (2003). Research on school bullying and victimization: What have we learned and where do we go from here?School Psychology Review, 32(3), 365-383.
Galvan, A., Spatzier, A., & Juvonen, J. (2011). Perceived norms and social values to capture school culture in elementary and middle school.Journal of Applied Developmental Psychology, 32(6), 346-353.
Geoffroy, M.-C., Boivin, M., Arseneault, L., Renaud, J., Perret, L. C., Turecki, G., ··· Côté, S. M. (2018). Childhood trajectories of peer victimization and prediction of mental health outcomes in midadolescence: A longitudinal population based study.Canadian Medical Association Journal, 190(2), E37-E43.
Goodyer, I., Wright, C., & Altham, P. (1990). The friendships and recent life events of anxious and depressed school-age-children.British Journal of Psychiatry, 156(5), 689-698.
Griese, E. R., Buhs, E. S., & Lester, H. F. (2016). Peer victimization and prosocial behavior trajectories: Exploring sources of resilience for victims.Journal of Applied Developmental Psychology, 44, 1-11.
Haltigan, J. D., & Vaillancourt, T. (2014). Joint trajectories of bullying and peer victimization across elementary and middle school and associations with symptoms of psychopathology.Developmental Psychology, 50(11), 2426-2436.
Han, Y., Kim, H., Ma, J., Song, J., & Hong, H. (2019). Neighborhood predictors of bullying perpetration and victimization trajectories among South Korean adolescents.Journal of Community Psychology, 47(7), 1714-1732.
Hawker, D. S. J., & Boulton, M. J. (2000). Twenty years' research on peer victimization and psychosocial maladjustment: A meta-analytic review of cross-sectional studies.Journal of Child Psychology and Psychiatry, 41(4), 441-455.
Houbre, B., Tarquinio, C., & Lanfranchi, J.-B. (2010). Expression of self-concept and adjustment against repeated aggressions: The case of a longitudinal study on school bullying.European Journal of Psychology of Education, 25(1), 105-123.
Jenkins, L. N., Demaray, M. K., & Tennant, J. (2017). Social, emotional, and cognitive factors associated with bullying.School Psychology Review, 46(1), 42-64.
Juvonen, J., & Murdock, T. B. (1995). Grade-level differences in the social value of effort: Implications for self-presentation tactics of early adolescents.Child Development, 66(6), 1694-1705.
Kanetsuna, T. (2016). Comparisons between English bullying and Japanese ijime. In P. Smith, K. Kwak, & Y. Toda (Eds.), School bullying in different cultures: Eastern and Western perspectives (pp. 153-169). Cambridge University Press.
Kochel, K. P., Ladd, G. W., & Rudolph, K. D. (2012). Longitudinal associations among youth depressive symptoms, peer victimization, and low peer acceptance: An interpersonal process perspective.Child Development, 83(2), 637-650.
Ladd, G. W., Ettekal, I., & Kochenderfer-Ladd, B. (2017). Peer victimization trajectories from kindergarten through high school: Differential pathways for children's school engagement and achievement?Journal of Educational Psychology, 109(6), 826-841.
Lasane, T. P., Sweigard, P. N., Czopp, A. M., Howard, W. L., & Burns, M. J. (1999). The effects of student academic presentation on perceptions of gender and sociability.North American Journal of Psychology, 1(2), 173-188.
Leadbeater, B. J., Thompson, K., & Sukhawathanakul, P. (2014). It gets better or does it? Peer victimization and internalizing problems in the transition to young adulthood.Development and Psychopathology, 26(3), 675-688.
Lehman, B. (2015). Physical and nonphysical bullying victimization of academically oriented students: The role of gender and school type.American Journal of Education, 122(1), 133-159.
Leventer, A., & Dunbar, R. B. (1988). Recent diatom record of mcmurdo sound, antarctica: Implications for history of sea ice extent.Paleoceanography, 3(3), 259-274.
Li, J. (2005). Mind or virtue - Western and Chinese beliefs about learning.Current Directions in Psychological Science, 14(4), 190-194.
Marsh, H. W., Craven, R. G., Parker, P. D., Parada, R. H., Guo, J., Dicke, T., & Abduljabbar, A. S. (2016). Temporal ordering effects of adolescent depression, relational aggression, and victimization over six waves: Fully latent reciprocal effects models.Developmental Psychology, 52(12), 1994-2009.
Masten, A. S., & Cicchetti, D. (2010). Developmental cascades.Development and Psychopathology, 22(3), 491-495.
Masten, A. S., Desjardins, C. D., McCormick, C. M., Kuo, S. I. C., & Long, J. D. (2010). The significance of childhood competence and problems for adult success in work: A developmental cascade analysis.Development and Psychopathology, 22(3), 679-694.
Masten, A. S., Roisman, G. I., Long, J. D., Burt, K. B., Obradovic, J., Riley, J. R., ··· Tellegen, A. (2005). Developmental cascades: Linking academic achievement and externalizing and internalizing symptoms over 20 years.Developmental Psychology, 41(5), 733-746.
Mezulis, A., Salk, R. H., Hyde, J. S., Priess-Groben, H. A., & Simonson, J. L. (2014). Affective, biological, and cognitive predictors of depressive symptom trajectories in adolescence.Journal of Abnormal Child Psychology, 42(4), 539-550.
Moffitt, T. E. (1993). Adolescence-limited and life-course-persistent antisocial behavior: A developmental taxonomy.Psychological Review, 100(4), 674-701.
Moore, S. E., Norman, R. E., Suetani, S., Thomas, H. J., Sly, P. D., & Scott, J. G. (2017). Consequences of bullying victimization in childhood and adolescence: A systematic review and meta-analysis.World Journal of Psychiatry, 7(1), 60-76.
Nakamoto, J., & Schwartz, D. (2010). Is peer victimization associated with academic achievement? A meta-analytic review.Social Development, 19(2), 221-242.
Oncioiu, S. I., Orri, M., Boivin, M., Geoffroy, M.-C., Arseneault, L., Brendgen, M., ··· Côté, S. M. (2020). Early childhood factors associated withpeer victimization trajectories from 6 to 17 years of age. Pediatrics, 145(5), e20192654. https://doi.org/10.1542/peds.2019-2654
Ouellet-Morin, I., Cantave, C., Paquin, S., Geoffroy, M.-C., Brendgen, M., Vitaro, F., ··· Cote, S. (2021). Associations between developmental trajectories of peer victimization, hair cortisol, and depressive symptoms: A longitudinal study.Journal of Child Psychology and Psychiatry, 62(1), 19-27.
Oyserman, D., Coon, H. M., & Kemmelmeier, M. (2002). Rethinking individualism and collectivism: Evaluation of theoretical assumptions and meta-analyses.Psychological Bulletin, 128(1), 3-72.
Pellegrini, A. D., & Bartini, M. (2000). A longitudinal study of bullying, victimization, and peer affiliation during the transition from primary school to middle school.American Educational Research Journal, 37(3), 699-725.
Peterson, L., Mullins, L. L., & Ridleyjohnson, R. (1985). Childhood depressing - peer reactions to depression and life stress.Journal of Abnormal Child Psychology, 13(4), 597-609.
Pouwels, J. L., Souren, P. M., Lansu, T. A. M., & Cillessen, A. H. N. (2016). Stability of peer victimization: A meta-analysis of longitudinal research.Developmental Review, 40, 1-24.
Robins, R. W., Trzesniewski, K. H., Tracy, J. L., Gosling, S. D., & Potter, J. (2002). Global self-esteem across the life span.Psychology and Aging, 17(3), 423-434.
Rudolph, K. D. (2008). Developmental influences on interpersonal stress generation in depressed youth.Journal of Abnormal Psychology, 117(3), 673-679.
Rudolph, K. D., & Clark, A. G. (2001). Conceptions of relationships in children with depressive and aggressive symptoms: Social-cognitive distortion or reality?Journal of Abnormal Child Psychology, 29(1), 41-56.
Saint-Georges, Z., & Vaillancourt, T. (2020). The temporal sequence of depressive symptoms, peer victimization, and self-esteem across adolescence: Evidence for an integrated self-perception driven model.Development and Psychopathology, 32(3), 975-984.
Salmela-Aro, K., & Nurmi, J. E. (2007). Self-esteem during university studies predicts career characteristics 10 years later.Journal of Vocational Behavior, 70(3), 463-477.
Sarah-Jeanne, V., Denault, A.-S., Dionne, G., Brendgen, M., Geoffroy, M.-C., Côté, S., ··· Boivin, M. (2020). Joint trajectories of peer cyber and traditional victimization in adolescence: A look at risk factors.The Journal of Early Adolescence, 40(7), 936-965.
Sheppard, C. S., Giletta, M., & Prinstein, M. J. (2019). Peer victimization trajectories at the adolescent transition: Associations among chronic victimization, peer-reported status, and adjustment.Journal of Clinical Child and Adolescent Psychology, 48(2), 218-227.
Slee, P. T., & Rigby, K. (1993). The relationship of Eysenck's personality factors and self-esteem to bully-victim behaviour in Australian schoolboys.Personality and Individual Differences, 14(2), 371-373.
Smith, P., Kwak, K., & Toda, Y. (2016). Reflections on bullying in eastern and western perspectives. In P. Smith, K. Kwak, & Y.Toda (Eds.),School bullying in different cultures: Eastern and Western perspectives (pp. 339-419). Cambridge University Press.
Smith, P. K., & Brain, P. (2000). Bullying in schools: Lessons from two decades of research.Aggressive Behavior, 26(1), 1-9.
Sowislo, J. F., & Orth, U. (2013). Does low self-esteem predict depression and anxiety? A meta-analysis of longitudinal studies.Psychological Bulletin, 139(1), 213-240.
Sumter, S. R., Baumgartner, S. E., Valkenburg, P. M., & Peter, J. (2012). Developmental trajectories ofpeer victimization: Off-line and online experiences during adolescence. Journal of Adolescent Health, 50(6), 607-613.
Tom, S. R., Schwartz, D., Chang, L., Farver, J. A. M., & Xu, Y. (2010). Correlates of victimization in Hong Kong children's peer groups.Journal of Applied Developmental Psychology, 31(1), 27-37.
Trzesniewski, K. H., Donnellan, M. B., Moffitt, T. E., Robins, R. W., Poulton, R., & Caspi, A. (2006). Low self-esteem during adolescence predicts poor health, criminal behavior, and limited economic prospects during adulthood.Developmental Psychology, 42(2), 381-390.
Vitaro, F., Boivin, M., & Tremblay, R. E. (2007). Peers and violence: A two-sided developmental perspective. In A. T. V. D. J. Flannery, & I. D. Waldman (Eds.),Cambridge handbook of violent behavior and aggression (pp. 361-387). Cambridge University Press.
Wang, C. (2011).A longitudinal investigation of peer victimization, self-esteem, depression, and anxiety among adolescents: A test of cognitive diathesis-stress theory. The University of Nebraska.
Woods, S., & Wolke, D. (2004). Direct and relational bullying among primary school children and academic achievement.Journal of School Psychology, 42(2), 135-155.
Zhang, X., Pomerantz, E. M., Qin, L., Logis, H., Ryan, A. M., & Wang, M. (2018). Characteristics of likability, perceived popularity, and admiration in the early adolescent peer system in the United States and China.Developmental Psychology, 54(8), 1568-1581.
Zhang, Y., Ren, P., Li, X., Liu, H., & Luo, F. (2019). Academic predictors of early adolescents' perceived popularity: The moderating effects of classroom academic norm salience.Frontiers in Education, 4,52. https://doi.org/10.3389/feduc.2019.00052
Zych, I., Farrington, D. P., & Ttofi, M. M. (2019). Protective factors against bullying and cyberbullying: A systematic review of meta-analyses.Aggression and Violent Behavior, 45, 4-19.
郭海英, 陈丽华, 叶枝, 潘瑾, 林丹华. (2017). 流动儿童同伴侵害的特点及与内化问题的循环作用关系:一项追踪研究. 心理学报, 49(3), 336-348.
黄明明, 叶璇, 陈丽萍, 彭香萍. (2021). 初中生校园受欺负发展轨迹的潜类别增长模型分析. 中国心理卫生杂志, 35(4), 315-320.
李腾飞, 陈光辉, 纪林芹, 张文新. (2017). 发展级联:解释个体纵向发展的新视角. 心理科学进展, 25(06), 980-988.
汪向东, 王希林, 马弘. (1999). 心理卫生评定量表手册(增订版). 中国心理卫生杂志社.
王美芳, 陈会昌. (2003). 青少年的学业成绩、亲社会行为与同伴接纳、拒斥的关系. 心理科学, 26(6), 1130-1131.
王孟成, 毕向阳, 叶浩生. (2014). 增长混合模型:分析不同类别个体发展趋势. 社会学研究, 29(4), 220-241.
张文新, 武建芬. (1999). Olweus儿童欺负问卷中文版的修订. 心理发展与教育, 15(2), 3-5.
张云运, 黄美薇, 任萍, 张瑞平. (2020). 朋友的学业成就会影响我的学业成就吗?——成对友谊关系中成就目标取向的中介作用. 心理发展与教育, 36(1), 54-66.
周镭. (2018). 聚焦学生欺凌和暴力与学校危机管理——第三届《教育科学研究》学术论坛综述. 教育科学研究, (05), 93-96.
[1] XIAO Jialin, LIANG Kaixin, HUANG Liuyue, WANG Enna, HUANG Qiaomin, HE Yunhan, LU Baolin, CHI Xinli. The Cumulative Effects, Relationship Model, and the Effects of Specific Positive Development Assets in Reducing Adolescent Depression [J]. Psychological Development and Education, 2024, 40(2): 257-269.
[2] WANG Xinqiang, LI Jinwen, LU Hongyan, LAI Zhengwei, LI Jiayuan. The Influence of Advantages and Disadvantages of Mate Selection on Normal University Students’ Teacher Professional Identity: The Mediating Role of Perceived Mate Value and the Moderating Role of Self-esteem [J]. Psychological Development and Education, 2024, 40(1): 64-73.
[3] LU Cuiping, ZHENG Xifu. Low Self-esteem or High'Other-esteem’? Differential Nature of Implicit Self-esteem in High and Low Socially Anxious Individuals: Evidence from EAST Study [J]. Psychological Development and Education, 2023, 39(6): 808-816.
[4] YUAN Yuan, LIANG Zhoujian, ZHANG Li. Structural School Climate and Depression among Middle School Students: A Moderated Mediation Model of Social Support and Gender [J]. Psychological Development and Education, 2023, 39(6): 869-876.
[5] HE Can, WEI Hua, DING Qian, GUI Yong. The Influence of Parents’ Working through Information and Communication Technologies after Hours on Harsh Parenting: Mediating Effect of Anxiety/Depression and Moderating Effect of Perceived Supervisor Support [J]. Psychological Development and Education, 2023, 39(6): 903-912.
[6] SHA Jingying, ZHANG Xiangkui, LIU Qiandong. Do Birds of a Feather Flock Together? The Influence of Academic Motivation Comparison on Adolescents' Peer Selection [J]. Psychological Development and Education, 2023, 39(5): 683-690.
[7] HU Yihao, XU Luyan, BIAN Xiaohua, ZHOU Ying, LIU Junsheng. Peer Victimization and Depression among Chinese Adolescents: The Moderating Effects of Classroom Norm Salience for Aggression [J]. Psychological Development and Education, 2023, 39(4): 542-549.
[8] LI Tengfei, MA Yuxin, SONG Ruijun, CHEN Liang. Longitudinal Associations between Physical Victimization, Relational Victimization, and Academic Achievement during Early Adolescence: A Cross-lagged Panel Study [J]. Psychological Development and Education, 2023, 39(4): 559-567.
[9] LI Jinwen, BAI Rong, WANG Yumeng, LIU Xia. The Relationship between Developmental Trajectories of Adolescents’ Depression and Self-injury: A Two-year Longitudinal Study [J]. Psychological Development and Education, 2023, 39(3): 429-438.
[10] GAO Ling, MENG Wenhui, LIU Jiedi, YANG Jiping, WANG Xingchao. Parental Phubbing and Adolescent’s Cyberbullying Perpetration: The Roles of Self-esteem and Basic Empathy [J]. Psychological Development and Education, 2023, 39(3): 439-448.
[11] LU Minghui, WANG Rong, ZHANG Limin. Relationship between Parents’ Resilience and Emotional/Behavioral Problems in Children with ASD: A Moderated Mediation Model [J]. Psychological Development and Education, 2023, 39(2): 247-254.
[12] LI Xiaoqing, LIU Yinzhang, WANG Yue, JIANG Suo. Effects of Violence Exposure on School Bullying among Early-age Adolescents of Different Genders: Based on Latent Profile Analysis [J]. Psychological Development and Education, 2023, 39(2): 255-265.
[13] JIANG Suo, DING Jinqi, LIU Yan, LU Yuanyuan, LI Xiaoqing, CHEN Jing. The Effect of Cyber-bullying/Cyber-victimization on Sleep Quality in Early Adolescence: A Serial Mediation Model of Social Anxiety and Depression Mood [J]. Psychological Development and Education, 2023, 39(1): 85-96.
[14] DENG Linyuan, GAO Shiqing, WANG Jingyi, LI Beilei. The Relationship between Work-family Conflict and Depression in Primary and Middle School Teachers during COVID-19: A Moderated Mediation Model [J]. Psychological Development and Education, 2023, 39(1): 121-131.
[15] WANG Hao, YU Guoliang. The Relation between Attachment Anxiety and Depression among College Students: The Sequential Mediation Effects of Relational Aggression and Relationship Quality in Dating Relationships [J]. Psychological Development and Education, 2022, 38(6): 879-885.
Viewed
Full text


Abstract

Cited

  Shared   
  Discussed   
No Suggested Reading articles found!