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Participant roles of peer bystanders in school bullying situations: Evidence from Wuhan, China

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  • Xie, Han
  • Ngai, Steven Sek-yum

Abstract

Relying on social information processing theory and the transactional model of appraisal and coping, an integrated model was developed to explain how psychological factors and situational factors affect the various participant roles of peer bystanders in school bullying situations. Data were collected through a cross-sectional survey administered to 1491 students (mean age = 13.0 years, range 9–18 years; boys = 52.9%) in Wuhan, Hubei Province, China. The results of structural equation modeling (SEM) revealed that peer bystanders’ levels of self-efficacy and bullying-related norms were negatively associated with probully behaviors, while empathic concern was a robust predictor of defender behaviors. Three situational variables (popularity, teacher-student interactions, and bullying-related norms) were indirectly associated with defender behaviors and were statistically significant predictors of the three types of appraisals (threat, challenge, and control appraisals) as mediator variables. The model also indicated that two control variables (gender, grade level) were directly and indirectly associated with participant roles of peer bystanders. This study provides empirical support for the importance of understanding peer bystanders in school bullying situations. Implications for theory and practice are discussed.

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  • Xie, Han & Ngai, Steven Sek-yum, 2020. "Participant roles of peer bystanders in school bullying situations: Evidence from Wuhan, China," Children and Youth Services Review, Elsevier, vol. 110(C).
    • Handle: RePEc:eee:cysrev:v:110:y:2020:i:c:s0190740919311193
    DOI: 10.1016/j.childyouth.2020.104762
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    References listed on IDEAS

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    1. Ying Liu & Sek-yum Ngai, 2019. "The Impact of Social Capital, Self-Efficacy, and Resilience on the Prosocial Involvement of Adolescents from Families with and without Economic Disadvantages," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 12(5), pages 1735-1757, October.
    2. Hui Wang & Xiaolan Zhou & Ciyong Lu & Jie Wu & Xueqing Deng & Lingyao Hong & Xue Gao & Yuan He, 2012. "Adolescent Bullying Involvement and Psychosocial Aspects of Family and School Life: A Cross-Sectional Study from Guangdong Province in China," PLOS ONE, Public Library of Science, vol. 7(7), pages 1-10, July.
    3. Wei, Hsi-Sheng & Williams, James Herbert & Chen, Ji-Kang & Chang, Hsiu-Yu, 2010. "The effects of individual characteristics, teacher practice, and school organizational factors on students' bullying: A multilevel analysis of public middle schools in Taiwan," Children and Youth Services Review, Elsevier, vol. 32(1), pages 137-143, January.
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