Subjective Well-Being and Bullying Victimisation
A Cross-National Study of Adolescents in 64 Countries and Economies
Dados Bibliográficos
| ID | 12958627 |
|---|---|
| Autores | Ioannis Katsantonis (0000-0002-7557-8136, University of Cambridge, autor correspondente), Beatriz Barrado (0000-0003-2033-801X, Universidad de León), Ros McLellan (0000-0002-7583-5550, University of Cambridge), Gilberto Giménez (0000-0003-3702-4017, Universidad de Zaragoza) |
| Ano | 2024 |
| Volume | 17 |
| Fascículo | 4 |
| Páginas | 1563-1585 |
| Data de publicação | 2024-06-04 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Child Indicators Research (JOURNAL) |
| Identificadores do periódico | ISSN: 1874-8988 • E-ISSN: 1874-897X |
| Editora | Springer Science+Business Media (PUBLISHER • DE) |
| DOI | 10.1007/s12187-024-10147-0 |
| OpenAlex | W4399336642 |
| Idioma | EN |
| Citações recebidas | 6 |
| Referências citadas | 81 |
Bullying is a recognised serious public problem affecting many students worldwide. Despite the well-established empirical evidence for the negative consequences of bullying on adolescents? mental and physical health and educational outcomes, little is known about the link between bullying victimisation and adolescents? subjective well-being. Moreover, empirical studies using comparative large-scale survey data are particularly scarce. This study explores this question using nationally-representative data from 329,015 adolescents across 64 high and middle-income countries and economies from the 2018 PISA survey. Two measures of subjective well-being were considered: overall life satisfaction and positive affect. Multilevel regressions were estimated at three levels (student, school, and country). Results showed that bullying victimisation was negatively and significantly related to overall life satisfaction and positive affect after controlling for a wide set of factors affecting subjective well-being. Moreover, this negative relationship was more pronounced for top performing students. Locally adapted intervention programmes are needed to tackle the issue of school bullying and foster positive school climate and student well-being. Practical and policy implications are discussed in detail
Affect (linguistics · Empirical evidence · Environmental health · Geography · Life satisfaction · Mental health · Poison control · Psychiatry · Public health · Quality of Life Research · Scale (ratio · Subjective well-being · Victimisation · Bullying, Victimization, and Aggression · COVID-19 and Mental Health · Human Factors and Ergonomics · Medicine · Psychology · Social Psychology · Youth Development and Social Support
Behind the Smiles
Beyond the Classroom
Peer Victimization, Depression, Conflict with Teachers, and Life Satisfaction
Bullying Victimization and Subjective Well-Being in 10- and 12-year-Old Children from 24 Countries
Life Satisfaction in Adolescence
Adolescents’ Life Satisfaction, Physical Activity, and the Moderating Role of Gender
The Science of Well-Being
Pisa 2018 Results (Volume I)
OECD Guidelines on Measuring Subjective Well-being
Lazarus and Folkman's Psychological Stress and Coping Theory
Bullying in Schools
Gender Differences in Life Satisfaction Among Children and Adolescents
Multisystem Resilience for Children and Youth in Disaster
Long-term effects of bullying
A practical guide to multilevel modeling
School Climate
Multicollinearity and misleading statistical results
Victimization in the Peer Group and Children's Academic Functioning.
Stand by me
Authoritative school discipline
Weighted Likelihood Estimation of Ability in Item Response Theory
Consequences of Bullying in Schools
A social-cognitive-behavioral model of academic predictors of adolescents' life satisfaction.
A Review of School Climate Research
Hierarchical Linear Models
Stress, appraisal, and coping
Children’s wellbeing and their academic achievement
The Paradox of Wealthy Nations’ Low Adolescent Life Satisfaction
Life satisfaction and mental health from age 17 to 21 years in a general population sample
Is the use of ICT in education leading to higher student outcomes? Analysis from the Spanish Autonomous Communities
I belong; hence, I engage? A cohort study of transitions between school engagement classes and academic achievement
World Development Report 2019
Violence Victimization in Korean Adolescents
Determinants for Bullying Victimization among 11–16-Year-Olds in 15 Low- and Middle-Income Countries
Variations in Children’s Affective Subjective Well-Being at Seven Years Old
School Bullying, Mental Health, and Wellbeing in Adolescents
A Global Decline in Adolescents’ Subjective Well-Being
Family, School, and Community Correlates of Children’s Subjective Well-being
Middle school students' perceptions of school climate, bullying prevalence, and social support and coping
Being bullied at school
When Does Economic Growth Improve Life Satisfaction? Multilevel Analysis of the Roles of Social Trust and Income Inequality in 46 Countries, 1981–2012
Comparing children's experiences of schools-based bullying across countries
Associations between socio‐economic status (including school‐ and pupil‐level interactions) and student perceptions of school environment and health in English secondary schools
Subjective well-being and academic achievement
The Bidirectional Relationship Between Subjective Well-Being and Academic Achievement in Adolescence
Subjective well‐being in school environments
The social ecology of resilience
Pisa 2018 Results (Volume III)
Principles and Practice of Structural Equation Modeling
The happy personality
The Critical Role of School Climate in Effective Bullying Prevention
Why do Victims become Perpetrators of Peer Bullying? Moral Disengagement in the Cycle of Violence
Socioeconomic Status, Family Processes,and Individual Development
| Obras citantes distintas | 6 |
|---|---|
| Citações por ano | 6 |
| Intervalo de citações | 2025 - 2026 (2) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 6 |