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Why do bullies matter?: The impacts of bullying involvement on Adolescents' life satisfaction via an adaptive approach

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  • Nozaki, Yuko

Abstract

School bullying is a serious social concern not only for individuals but also for public policymakers. It is well known that bullying creates various kinds of risks and problems, but it is unclear whether bullies are also affected by the negative impacts of bullying. The ambiguity of prior research on the impacts of bullying on adolescents' well-being is mostly due to lack of attention towards the pure and highly specified definition of the subjects involved. This study examines the impacts of bullying involvement on adolescents' life-satisfaction based on an adaptive approach. Using the HBSC Scottish Survey 2014, the study found that pure bullies are not at risk of negative effects of bullying once family and school environments were taken into account. Pure-victims and bully-victims are in vulnerable situations even if they have family or school supports. These results lend support to the hypothesis. In order to find an effective anti-bullying strategy, further and effective measures based on an adaptive approach are required.

Suggested Citation

  • Nozaki, Yuko, 2019. "Why do bullies matter?: The impacts of bullying involvement on Adolescents' life satisfaction via an adaptive approach," Children and Youth Services Review, Elsevier, vol. 107(C).
    • Handle: RePEc:eee:cysrev:v:107:y:2019:i:c:s0190740919301963
    DOI: 10.1016/j.childyouth.2019.104486
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    References listed on IDEAS

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    1. Brown, Sarah & Taylor, Karl, 2008. "Bullying, education and earnings: Evidence from the National Child Development Study," Economics of Education Review, Elsevier, vol. 27(4), pages 387-401, August.
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    3. David P. Farrington & Maria M. Ttofi, 2009. "School‐Based Programs to Reduce Bullying and Victimization," Campbell Systematic Reviews, John Wiley & Sons, vol. 5(1), pages -148.
    4. Bradshaw, Jonathan & Crous, Gemma & Rees, Gwyther & Turner, Nick, 2017. "Comparing children's experiences of schools-based bullying across countries," Children and Youth Services Review, Elsevier, vol. 80(C), pages 171-180.
    5. Jiménez-Barbero, José Antonio & Ruiz-Hernández, José Antonio & Llor-Zaragoza, Laura & Pérez-García, María & Llor-Esteban, Bartolomé, 2016. "Effectiveness of anti-bullying school programs: A meta-analysis," Children and Youth Services Review, Elsevier, vol. 61(C), pages 165-175.
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    Cited by:

    1. Seon, Youngwoon & Smith-Adcock, Sondra, 2023. "Adolescents’ meaning in life as a resilience factor between bullying victimization and life satisfaction," Children and Youth Services Review, Elsevier, vol. 148(C).
    2. Chai, Lei & Xue, Jia & Han, Ziqiang, 2020. "School bullying victimization and self-rated health and life satisfaction: The gendered buffering effect of educational expectations," Children and Youth Services Review, Elsevier, vol. 116(C).
    3. Son, Woo-Jung & Bae, Sung-Man, 2022. "The relationship between human rights, negative affect, bullying victimization, and life satisfaction among Korean adolescents: A national sample study," Children and Youth Services Review, Elsevier, vol. 139(C).
    4. Raúl Carretero Bermejo & Alberto Nolasco Hernández & Laura Gracia Sánchez, 2022. "Study of the Relationship of Bullying with the Levels of Eudaemonic Psychological Well-Being in Victims and Aggressors," Sustainability, MDPI, vol. 14(9), pages 1-10, May.
    5. Marta Malinowska-Cieślik & Dorota Kleszczewska & Anna Dzielska & Monika Ścibor & Joanna Mazur, 2023. "Similarities and Differences between Psychosocial Determinants of Bullying and Cyberbullying Perpetration among Polish Adolescents," IJERPH, MDPI, vol. 20(2), pages 1-21, January.

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