View in EDS

Being bullied and psychosocial adjustment among middle school students in China.

Saved in:
Bibliographic Details
Title: Being bullied and psychosocial adjustment among middle school students in China.
Authors: Cheng Y (AUTHOR), Newman IM (AUTHOR), Qu M (AUTHOR), Mbulo L (AUTHOR), Chai Y (AUTHOR), Chen Y (AUTHOR), Shell DF (AUTHOR)
Source: Journal of School Health. Apr2010, Vol. 80 Issue 4, p193-199. 7p.
Subjects: School bullying, Bullying, School children, Psychosocial factors, Middle schools
Geographic Terms: China
Abstract: BACKGROUND: Using the Chinese version of the Global School-based Health Survey (GSHS), this article describes the prevalence of being bullied among a nationally representative sample of Chinese students in grades 6-10 and explores the relationships between being bullied and selected indicators of psychosocial adjustment. METHODS: A total of 9015 students in middle schools in Beijing, Hangzhou, Wuhan, and Urumqi completed the Chinese version of the GSHS. Researchers analyzed the results from 2 questions about the frequency and form of being bullied and 11 questions about psychosocial adjustment. Descriptive statistics and logistic regression were used in the analysis. RESULTS: About 25.7% of middle school students reported being bullied on 1 or more of the past 30 days. Rates of being bullied were similar for males and females, but the forms of being bullied were different. Being bullied was significantly lower in Beijing than in the other 3 cities. There were significant psychosocial differences between students who had been bullied and students who had not been bullied. Students who had been involved in a physical fight, often felt lonely, or had considered suicide in the past 30 days were more likely to report being bullied. Students who thought that other students in their school were often kind and helpful, who felt parents often understood their troubles, or who were taught in school how to handle stress were less likely to report being bullied. Conclusions: Being bullied is not uncommon in Chinese middle schools. Chinese schools typically place great emphasis on academic achievement, perhaps at the expense of the social climate of the school. Results indicated schools could implement changes to the school climate to reduce the likelihood of students' being bullied. [ABSTRACT FROM AUTHOR]
Copyright of Journal of School Health is the property of Wiley-Blackwell 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: Psychology and Behavioral Sciences Collection
FullText Text:
  Availability: 0
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 105134795
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Being bullied and psychosocial adjustment among middle school students in China.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Cheng+Y%22">Cheng Y</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Newman+IM%22">Newman IM</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Qu+M%22">Qu M</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Mbulo+L%22">Mbulo L</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Chai+Y%22">Chai Y</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Chen+Y%22">Chen Y</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Shell+DF%22">Shell DF</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+of+School+Health%22">Journal of School Health</searchLink>. Apr2010, Vol. 80 Issue 4, p193-199. 7p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22School+bullying%22">School bullying</searchLink><br /><searchLink fieldCode="DE" term="%22Bullying%22">Bullying</searchLink><br /><searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br /><searchLink fieldCode="DE" term="%22Psychosocial+factors%22">Psychosocial factors</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+schools%22">Middle schools</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: BACKGROUND: Using the Chinese version of the Global School-based Health Survey (GSHS), this article describes the prevalence of being bullied among a nationally representative sample of Chinese students in grades 6-10 and explores the relationships between being bullied and selected indicators of psychosocial adjustment. METHODS: A total of 9015 students in middle schools in Beijing, Hangzhou, Wuhan, and Urumqi completed the Chinese version of the GSHS. Researchers analyzed the results from 2 questions about the frequency and form of being bullied and 11 questions about psychosocial adjustment. Descriptive statistics and logistic regression were used in the analysis. RESULTS: About 25.7% of middle school students reported being bullied on 1 or more of the past 30 days. Rates of being bullied were similar for males and females, but the forms of being bullied were different. Being bullied was significantly lower in Beijing than in the other 3 cities. There were significant psychosocial differences between students who had been bullied and students who had not been bullied. Students who had been involved in a physical fight, often felt lonely, or had considered suicide in the past 30 days were more likely to report being bullied. Students who thought that other students in their school were often kind and helpful, who felt parents often understood their troubles, or who were taught in school how to handle stress were less likely to report being bullied. Conclusions: Being bullied is not uncommon in Chinese middle schools. Chinese schools typically place great emphasis on academic achievement, perhaps at the expense of the social climate of the school. Results indicated schools could implement changes to the school climate to reduce the likelihood of students' being bullied. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of School Health is the property of Wiley-Blackwell 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.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=105134795
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/j.1746-1561.2009.00486.x
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 7
        StartPage: 193
    Subjects:
      – SubjectFull: School bullying
        Type: general
      – SubjectFull: Bullying
        Type: general
      – SubjectFull: School children
        Type: general
      – SubjectFull: Psychosocial factors
        Type: general
      – SubjectFull: Middle schools
        Type: general
      – SubjectFull: China
        Type: general
    Titles:
      – TitleFull: Being bullied and psychosocial adjustment among middle school students in China.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Cheng Y
      – PersonEntity:
          Name:
            NameFull: Newman IM
      – PersonEntity:
          Name:
            NameFull: Qu M
      – PersonEntity:
          Name:
            NameFull: Mbulo L
      – PersonEntity:
          Name:
            NameFull: Chai Y
      – PersonEntity:
          Name:
            NameFull: Chen Y
      – PersonEntity:
          Name:
            NameFull: Shell DF
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Text: Apr2010
              Type: published
              Y: 2010
          Identifiers:
            – Type: issn-print
              Value: 00224391
          Numbering:
            – Type: volume
              Value: 80
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Journal of School Health
              Type: main
ResultId 1