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School Victimization, School Belongingness, Psychological Well-Being, and Emotional Problems in Adolescents

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  • Gökmen Arslan

    (Mehmet Akif Ersoy University)

  • Kelly-Ann Allen

    (Monash University)

Abstract

Although victimization is a serious problem in children and adolescents, research has commonly focused on risk factors and consequences of this experience and largely ignored factors that protect youth mental health and well-being from the effects of victimization. The purpose of the present study sought to investigate the longitudinal mediating effect of school belongingness on the association of school victimization with emotional problems and psychological well-being among Turkish adolescents. Using the short-term longitudinal approach, data was collected from 282 students in a public secondary school in an urban city of Turkey at two different time points. Students responded to questions concerning school belongingness, emotional problems, psychological well-being, and school victimization. Mediation analyses were conducted across the two waves of data. Findings revealed that both victimization and a low sense of belonging were independently shown to be significantly negatively correlated with emotional problems and positively correlated with psychological well-being. Results also demonstrated that victimized students who feel a sense of belonging to their school display fewer emotional problems and greater well-being than those who are victimized but do not feel a sense of belonging to their school.

Suggested Citation

  • Gökmen Arslan & Kelly-Ann Allen, 2021. "School Victimization, School Belongingness, Psychological Well-Being, and Emotional Problems in Adolescents," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 14(4), pages 1501-1517, August.
    • Handle: RePEc:spr:chinre:v:14:y:2021:i:4:d:10.1007_s12187-021-09813-4
    DOI: 10.1007/s12187-021-09813-4
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    References listed on IDEAS

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    1. Gokmen Arslan & Erdinc Duru, 2017. "Initial Development and Validation of the School Belongingness Scale," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 10(4), pages 1043-1058, December.
    2. Gökmen Arslan, 2018. "Psychological Maltreatment, Social Acceptance, Social Connectedness, and Subjective Well-Being in Adolescents," Journal of Happiness Studies, Springer, vol. 19(4), pages 983-1001, April.
    3. Liu, Yanhong & Carney, JoLynn V. & Kim, Hyunhee & Hazler, Richard J. & Guo, Xiuyan, 2020. "Victimization and students’ psychological well-being: The mediating roles of hope and school connectedness," Children and Youth Services Review, Elsevier, vol. 108(C).
    4. Cruwys, Tegan & Dingle, Genevieve A. & Haslam, Catherine & Haslam, S. Alexander & Jetten, Jolanda & Morton, Thomas A., 2013. "Social group memberships protect against future depression, alleviate depression symptoms and prevent depression relapse," Social Science & Medicine, Elsevier, vol. 98(C), pages 179-186.
    5. Gökmen Arslan & Kelly-Ann Allen & Tracii Ryan, 2020. "Exploring the Impacts of School Belonging on Youth Wellbeing and Mental Health among Turkish Adolescents," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 13(5), pages 1619-1635, October.
    6. Gokmen Arslan & Erdinc Duru, 2017. "Erratum to: Initial Development and Validation of the School Belongingness Scale," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 10(4), pages 1059-1059, December.
    7. Ed Diener & Derrick Wirtz & William Tov & Chu Kim-Prieto & Dong-won Choi & Shigehiro Oishi & Robert Biswas-Diener, 2010. "New Well-being Measures: Short Scales to Assess Flourishing and Positive and Negative Feelings," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 97(2), pages 143-156, June.
    8. Lili Tian & Li Zhang & E. Scott Huebner & Xiaoting Zheng & Wang Liu, 2016. "The Longitudinal Relationship Between School Belonging and Subjective Well-Being in School Among Elementary School Students," Applied Research in Quality of Life, Springer;International Society for Quality-of-Life Studies, vol. 11(4), pages 1269-1285, December.
    9. Page Moore & E. Huebner & Kimberly Hills, 2012. "Electronic Bullying and Victimization and Life Satisfaction in Middle School Students," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 107(3), pages 429-447, July.
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    Cited by:

    1. Wei Nie & Liru Gao & Kunjie Cui, 2022. "Bullying Victimization and Mental Health among Migrant Children in Urban China: A Moderated Mediation Model of School Belonging and Resilience," IJERPH, MDPI, vol. 19(12), pages 1-16, June.
    2. Kelly-Ann Allen & Beatriz Gallo Cordoba & Ashleigh Parks & Gökmen Arslan, 2022. "Does Socioeconomic Status Moderate the Relationship Between School Belonging and School-Related factors in Australia?," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 15(5), pages 1741-1759, October.

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