Peer Victimization and School Engagement among Chinese Adolescents: Does Classroom-Level Victimization Matter?
Saved in:
| Title: | Peer Victimization and School Engagement among Chinese Adolescents: Does Classroom-Level Victimization Matter? |
|---|---|
| Authors: | Ye, Zhi1,2, Wu, Kehui3, Niu, Li4, Li, Yan5, Chen, Zhengge6, Chen, Lihua7 lihuachen@stu.edu.cn, Zhao, Shan5 shanzhaopsy@outlook.com |
| Source: | Journal of Youth & Adolescence. Jun2025, Vol. 54 Issue 6, p1476-1488. 13p. |
| Subject Terms: | *School environment, *Self-evaluation, *Schools, *Psychology of high school students, *College teacher attitudes, *Bullying, *Student attitudes, Research funding, Affinity groups, Descriptive statistics, Crime victims, Teenagers' conduct of life, Well-being |
| Geographic Terms: | China |
| Abstract: | Peer victimization has been demonstrated to have a long-lasting negative impact on adolescents' psychological well-being, yet its impact on school engagement is inconclusive, particularly during high school. In addition, research about the role of classroom-level victimization in the association between individual-level peer victimization and adolescents' school engagement remains underexplored. Previous research has relied solely on self-report measures to assess peer victimization, potentially limiting the scope of understanding. This study investigated the moderating effects of both student-reported and teacher-reported classroom-level victimization on the association between individual-level peer victimization and school engagement among Chinese adolescents. A sample of 2,803 high school students (aged from 14–19 years, Mage = 15.43 years, SD = 0.56; 48.5% boys) from 48 classes (Mclass size = 58.62, SD = 3.65) completed measures of peer victimization and school engagement in October 2023. Their homeroom teachers (85.4% males; Mage = 44.17 years, SD = 7.70) reported overall victimization in each class. Multilevel modeling analyses revealed that, at the individual level, adolescents who reported higher victimization exhibited lower school engagement. Notably, this association was significant only when the classroom-level victimization was high. Furthermore, these significant findings were observed for student-reported classroom-level victimization, but not for teacher-reported victimization. The findings suggest that reducing classroom-level victimization may help mitigate the negative effect of peer victimization on school engagement, underscoring the need to consider classroom environment when developing anti-bullying interventions for high school students. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Youth & Adolescence is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Peer victimization has been demonstrated to have a long-lasting negative impact on adolescents' psychological well-being, yet its impact on school engagement is inconclusive, particularly during high school. In addition, research about the role of classroom-level victimization in the association between individual-level peer victimization and adolescents' school engagement remains underexplored. Previous research has relied solely on self-report measures to assess peer victimization, potentially limiting the scope of understanding. This study investigated the moderating effects of both student-reported and teacher-reported classroom-level victimization on the association between individual-level peer victimization and school engagement among Chinese adolescents. A sample of 2,803 high school students (aged from 14–19 years, Mage = 15.43 years, SD = 0.56; 48.5% boys) from 48 classes (Mclass size = 58.62, SD = 3.65) completed measures of peer victimization and school engagement in October 2023. Their homeroom teachers (85.4% males; Mage = 44.17 years, SD = 7.70) reported overall victimization in each class. Multilevel modeling analyses revealed that, at the individual level, adolescents who reported higher victimization exhibited lower school engagement. Notably, this association was significant only when the classroom-level victimization was high. Furthermore, these significant findings were observed for student-reported classroom-level victimization, but not for teacher-reported victimization. The findings suggest that reducing classroom-level victimization may help mitigate the negative effect of peer victimization on school engagement, underscoring the need to consider classroom environment when developing anti-bullying interventions for high school students. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 00472891 |
| DOI: | 10.1007/s10964-025-02150-7 |
