Research Article
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Students' Family Support, Peer Relationships, and Learning Motivation and Teachers Fairness Have an Influence on the Victims of Bullying in Middle School of Hong Kong

Year 2019, , 97 - 107, 15.02.2019
https://doi.org/10.12973/ijem.5.1.111

Abstract

This study aims to explore the effect of students’ family socio-economic status, gender, family support, learning motivation and peer relationships and teachers’ equity on the victims of school bullying in Hong Kong. Additionally, the model was analyzed by SEM. The participants in this study were 15 year-old middle school students living in Hong Kong. The data were collected from the PISA 2015 database and the valid number was 4856. The results indicating that family support, peer relationships, and teacher fairness have a negative influence on school bullying. Family support affects one’s risk of being bullied by influencing learning motivation. Peer relationship affects one’s risk of being bullied by influencing learning motivation. Teacher fairness affects one’s risk of being bullied by influencing learning motivation.  

References

  • Alampay, L. P., & Macapagal, M. E. (2011). An exploratory study of bullying and school climate in urban and rural high schools. Quezon City: Institute of Philippine Culture/Ateneo de Manila University.
  • Beran, T. (2008). Consequences of being bullied at school. In D. Pepler & W. Craig (Eds), Understanding and addressing bullying: An international perspective (pp. 44-66). Bloomington, IN: Authorhouse.
  • Bentler, P. M., & Wu, E. J. C. (1993). EQS/Windows user's guide. Los Angeles, LA: BMDP Statistical Software.
  • Brendgen, M. (2012). Development of indirect aggression before school entry. In R. E. Tremblay, M. Boivin, & R. DeV. Peters (Eds.), Encyclopedia on early childhood development. Montreal, Quebec: Centre of Excellence for Early Childhood Development and Strategic Knowledge Cluster on Early Child Development. Retrieved from http://www.child-encyclopedia.com/documents/BrendgenANGxp1.pdf
  • Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Cambridge, MA: Harvard University Press.
  • Browne, M. W., & Cudeck, R. (1993). Alternative Ways of Assessing Model Fit. Sage Focus Editions, 154, 136-136.
  • Byrne, B. M. (1994). Structural equation modeling with EQS and EQS/Windows: Basic concepts, applications, and programming. Thousand Oaks: Sage Publications.
  • Caputo, A. (2014). Psychological Correlates of School Bullying Victimization: Academic Self-Concept, Learning, Motivation and Test Anxiety. International Journal of Educational Psychology, 3(1), 69-99. doi: 10.4471/ijep.2014.04
  • Carney, A. G., & Merrell, K. W. (2001) Perspectives on understanding and preventing an international problem. School Psychology International, 22(3), 364-82.
  • National Bullying Prevention Center (2018). Bullying facts. Retrieved from https://www.pacer.org/bullying/resources/facts.asp
  • Chory-Assad, R. M., & Paulsel, M. L. (2004). Classroom Justice Student Aggression and Resistance as Reactions to Perceived Unfairness. Communication Education, 53(3), 253-273.
  • Chory-Assad, R. M. (2002). Classroom Justice Perceptions of Fairness as a Predictor of Student Motivation, Learning, and Aggression. Communication Quarterly, 50(1), 58-77.
  • Cowie, H. (2014). Understanding the Role of Bystanders and Peer Support in School Bullying. The International Journal of Emotional Education. 6(1), 26-32.
  • Cuieford, J. P. (1965). Fundamental Statistics in Psychology and Education. New York, NY: McGraw-Hill.
  • Due, P., Merlo, J., Harel-Fisch, Y., Damsgaard, M. T., Holstein, B. E., Hetland, J., … Lynch, J. (2009). Socioeconomic Inequality in Exposure to Bullying During Adolescence: A Comparative, Cross-Sectional, Multilevel Study in 35 Countries. American Journal of Public Health, 99(5), 907-914.
  • Erdogdu, M. Y. (2016). Parental Attitude and Teacher Behaviours in Predicting School Bullying. Journal of Education and Training Studies, 4(6), 35-43.
  • Glew, G. M., Fan, M. Y, Katon, W., Rivara, F. P., & Kernic, M. A. (2005). Bullying, psychosocial adjustment, and academic performance in elementary school. Archives of Pediatrics & Adolescent Medicine, 159(11), 1026-1031.
  • Graham, S., Bellmore, A., & Juvonen, J. (2003). Peer Victimization in Middle School: When Self- and Peer Views Diverge. Journal of Applied School Psychology, 19(2), 117-137.
  • Haynes, N. M., Emmons, C., & Ben-Avie, M. (1997). School Climate as a Factor in Student Adjustment and Achievement. Journal of Educational & Psychological Consultation, 8(3), 321-329.
  • Houlston, C., Smith, P. K., & Jessel, J. (2011). The Relationship between use of School-Based Peer Support Initiatives and the Social and Emotional Well-Being of Bullied and Non-Bullied Students. Children & Society, 25(4), 293-305.
  • Hoy, A. W., & Weinstein, C. S. (2006). Student and teacher perspectives on classroom management. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice and contemporary issues (181-222). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Hu, L. & Bentler, P. (1999). Cutoff criteria for fit indices in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55.
  • Hussong, A. M . (2000). Perceived peer context and adolescent adjustment. Journal of Research on Adolescence, 10, 391-415. doi:10.1207/SJRA1004_02
  • Jeong, S., Kwak, D., Moon, B., & Miguel, C. (2013). Predicting school bullying victimization: Focusing on individual and school environmental/security factors. Journal of Criminology, 2013, 1-13. doi: 10.1155/2013/401301
  • Kaltiala-Heino R., & Frojd S. (2011). Correlation between bullying and clinical depression in adolescent patients. Adolesc Health Med Ther, 2, 37-44.
  • Kartal, H., & Bilgin, A. (2009). Bullying and school climate from the aspects of the students and teachers. Eurasian Journal of Educational Research, 36, 209-226.
  • Kawabata, Y., Alink, L. R. A., Tseng, W. L., van Ijzendoorn, M. H., & Crick, N. R. (2011). Maternal and paternal parenting styles associated with relational aggression in children and adolescents: A conceptual analysis and meta-analytic review. Developmental Review, 31(4), 240–278.
  • Kochenderfer-Ladd, B., & Troop, W. (2010). Introduction to the special issue contexts, causes and consequences: new directions in peer victimization research. Merrill-Palmer Quarterly, 56(3), 221-230. doi: 10.1353/mpq.0.0048
  • Ladd, G. W., Ettekal, I., & Kochenderfer-Ladd, B. (2017). Peer victimization trajectories from kindergarten through high school: Differential pathways for children’s school engagement and achievement? Journal of Educational Psychology, 109(6), 826-841. http://dx.doi.org/10.1037/edu0000177
  • Lereya, S. T., Samara, M., & Wolke, D. (2013). Parenting behavior and the risk of becoming a victim and a bully/victim: A meta-analysis study. Child Abuse & Neglect, 37(12), 1091-1108.
  • Lewin, K. (1976). Field theory in social science. American Catholic Sociological Review, 12(2), 103.
  • Li, D. P., He, D., Chen, W., Bao, Z. Z., Wang, Y. H., & Zhao, L. Y. (2015). School climate and adolescent problem behaviors: The mediating role of peer victimization. Journal of Psychological Science, 38(4), 896-904.
  • Ma, H. L., & Yang, J. (2016). American campus anti-bullying legislation:Concepts,approach and contents. International and Comparative Education, 11, 21-27.
  • MacCallum, R. C., Browne, M. W., & Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1(2), 130-149.
  • Macklem, G. L. (2003). Bullying and teasing: social power in children’s groups. New York, NY: Kluwer Academic/Plenum.
  • Nakamoto, J., & Schwartz, D. (2010). Is Peer Victimization Associated with Academic Achievement? A Meta-analytic Review. Social Development, 19(2), 221-242.
  • Nansel, T. R., Haynie, D. L., & Simons-Morton, B. G. (2003). The association of bullying and victimization with middle school adjustment. Journal of Applied School Psychology, 19(2), 45-61.
  • OECD (2016). PISA 2015 Assessment and Analytical Framework: Science, Reading, Mathematic and Financial. Paris: OECD Publishing. Retrieved from http://dx.doi.org/10.1787/9789264255425-en
  • OECD (2017). How much of a problem is bullying at school? Retrieved from https://doi.org/10.1787/728d6464-en
  • OECD (2018). Hong Kong (China)- Student performance (PISA 2015). Retrieved from http://gpseducation.oecd.org/CountryProfile?primaryCountry=HKG&treshold=10&topic=PI
  • Olweus, D. (1993). Bullying at School: What We Know and What We Can Do. British Journal of Educational Studies, 42(4), 403-406.
  • Pellegrini, A. (2002). Bullying, victimization, and sexual harassment during the transition to middle school. Educational Psychologist, 37(3), 151-163.
  • Pepler, D., Jiang, D., Craig, W., & Connolly, J. (2008). Developmental trajectories of bullying and associated factors. Child Development, 79(2), 325-338.
  • Pernice-Duca, F., Taiariol, J., & Yoon, J. (2010). Perceptions of school and family climates and experiences of relational aggression. Journal of School Violence, 9(3), 303–319.
  • Prinstein, M. J., Cheah, C. S., & Guyer, A. E. (2005). Peer victimization, cue interpretation, and internalizing symptoms: preliminary concurrent and longitudinal findings for children and adolescents. Journal of Clin Child Adolesc Psychol, 34(1), 11-24.
  • Ren, H. T., & Wen, Z. Q. (2016). The governance of school-bullying in primary and middle schools: Japan's experience. Fudan Education Forum, 14(6), 106-112.
  • Rodkin, P., & Hodges, E. (2003). Bullies and victims in the peer ecology: Four questions for psychologists and school professionals. School Psychology Review, 32(3), 384-400.
  • Rodkin, P. C., & Gest, S. D. (2011). Teaching practices, classroom peer ecologies, and bullying behaviors among schoolchildren. In D. L. Espelage & S. Swearer (Eds.), Bullying in North American Schools (2nd ed., pp. 75-90). New York, NY: Routledge.
  • Rose, C. A., Monda-Amaya, L. E., & Espelage, D. L. (2011). Bullying perpetration and victimization in special education: A review of the literature. Remedial and Special Education, 32(2), 114-130.
  • Salmivalli, C., Voeten, M., & Poskiparta, E. (2011). Bystander’s matters: associations between reinforcing, defending, and the frequency of bullying behavior in classrooms. Journal of Clinical Child & Adolescent Psychology, 40, 668-676. https://doi.org/10.1080/15374416.2011.597090
  • Shrout, P. E., & Bolger, N. (2002). Mediation in Experimental and Nonexperimental Studies: New Procedures and Recommendations. Psychological Methods, 7(4), 422-445.
  • Solberg, M. E., & Olweus, D. (2003). Prevalence estimation of school bullying with the Olweus Bully/Victim Questionnaire. Aggressive Behavior, 29(3), 239-268.
  • Stuart-Cassel, V., Bell, A., & Springer, J. F. (2011). Analysis of State Bullying Laws and Policies. Washington, DC: Office of Planning, Evaluation and Policy, Development, U.S. Department of Education.
  • Sun, H. (2017). Some thoughts on the legal regulation of school bullying. Legal System and Society, 1, 7-12.
  • Swearer, S. M., & Hymel, S. (2015). Understanding the Psychology of Bullying: Moving toward a Social-Ecological Diathesis-Stress Model. American Psychologist, 70(4), 344-353. https://doi.org/10.1037/a0038929
  • Swearer, S. M., & Doll, B. (2001). Bullying in schools: an ecological framework. Journal of Emotional Abuse, 2(2-3), 7-23.
  • Swearer, S. M. (2011). Risk Factors for and Outcomes of Bullying and Victimization. Educational Psychology Papers and Publications, paper 132. Retrieved from http://digitalcommons.unl.edu/edpsychpapers/132
  • Turner, H. A., Finkelhor, D., & Ormrod, R. (2010). The effects of adolescent victimization on self-concept and depressive symptoms. Child Maltreat, 15(1), 76-90.
  • World Health Organization (‎2002)‎. World report on violence and health: summary. Geneva: World Health Organization. http://www.who.int/iris/handle/10665/42512
  • Wynne, S. L., & Joo, H. (2011). Predictors of school victimization: Individual, familial and school factors. Crime & Delinquency, 57(3), 458-488.
  • Yoon, J. S., Barton, E., & Taiariol, J. (2004). Relational aggression in middle school: Educational implications of developmental research. The Journal of Early Adolescence, 24(3), 303-318.
  • Zych, I., Ortega-Ruiz, R., & Del Rey, R. (2015). Scientific research on bullying and cyber bullying: Where have we been and where are we going. Aggression and Violent Behavior, 24, 188-198. doi:10.1016/j.avb.2015.05.015.
Year 2019, , 97 - 107, 15.02.2019
https://doi.org/10.12973/ijem.5.1.111

Abstract

References

  • Alampay, L. P., & Macapagal, M. E. (2011). An exploratory study of bullying and school climate in urban and rural high schools. Quezon City: Institute of Philippine Culture/Ateneo de Manila University.
  • Beran, T. (2008). Consequences of being bullied at school. In D. Pepler & W. Craig (Eds), Understanding and addressing bullying: An international perspective (pp. 44-66). Bloomington, IN: Authorhouse.
  • Bentler, P. M., & Wu, E. J. C. (1993). EQS/Windows user's guide. Los Angeles, LA: BMDP Statistical Software.
  • Brendgen, M. (2012). Development of indirect aggression before school entry. In R. E. Tremblay, M. Boivin, & R. DeV. Peters (Eds.), Encyclopedia on early childhood development. Montreal, Quebec: Centre of Excellence for Early Childhood Development and Strategic Knowledge Cluster on Early Child Development. Retrieved from http://www.child-encyclopedia.com/documents/BrendgenANGxp1.pdf
  • Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Cambridge, MA: Harvard University Press.
  • Browne, M. W., & Cudeck, R. (1993). Alternative Ways of Assessing Model Fit. Sage Focus Editions, 154, 136-136.
  • Byrne, B. M. (1994). Structural equation modeling with EQS and EQS/Windows: Basic concepts, applications, and programming. Thousand Oaks: Sage Publications.
  • Caputo, A. (2014). Psychological Correlates of School Bullying Victimization: Academic Self-Concept, Learning, Motivation and Test Anxiety. International Journal of Educational Psychology, 3(1), 69-99. doi: 10.4471/ijep.2014.04
  • Carney, A. G., & Merrell, K. W. (2001) Perspectives on understanding and preventing an international problem. School Psychology International, 22(3), 364-82.
  • National Bullying Prevention Center (2018). Bullying facts. Retrieved from https://www.pacer.org/bullying/resources/facts.asp
  • Chory-Assad, R. M., & Paulsel, M. L. (2004). Classroom Justice Student Aggression and Resistance as Reactions to Perceived Unfairness. Communication Education, 53(3), 253-273.
  • Chory-Assad, R. M. (2002). Classroom Justice Perceptions of Fairness as a Predictor of Student Motivation, Learning, and Aggression. Communication Quarterly, 50(1), 58-77.
  • Cowie, H. (2014). Understanding the Role of Bystanders and Peer Support in School Bullying. The International Journal of Emotional Education. 6(1), 26-32.
  • Cuieford, J. P. (1965). Fundamental Statistics in Psychology and Education. New York, NY: McGraw-Hill.
  • Due, P., Merlo, J., Harel-Fisch, Y., Damsgaard, M. T., Holstein, B. E., Hetland, J., … Lynch, J. (2009). Socioeconomic Inequality in Exposure to Bullying During Adolescence: A Comparative, Cross-Sectional, Multilevel Study in 35 Countries. American Journal of Public Health, 99(5), 907-914.
  • Erdogdu, M. Y. (2016). Parental Attitude and Teacher Behaviours in Predicting School Bullying. Journal of Education and Training Studies, 4(6), 35-43.
  • Glew, G. M., Fan, M. Y, Katon, W., Rivara, F. P., & Kernic, M. A. (2005). Bullying, psychosocial adjustment, and academic performance in elementary school. Archives of Pediatrics & Adolescent Medicine, 159(11), 1026-1031.
  • Graham, S., Bellmore, A., & Juvonen, J. (2003). Peer Victimization in Middle School: When Self- and Peer Views Diverge. Journal of Applied School Psychology, 19(2), 117-137.
  • Haynes, N. M., Emmons, C., & Ben-Avie, M. (1997). School Climate as a Factor in Student Adjustment and Achievement. Journal of Educational & Psychological Consultation, 8(3), 321-329.
  • Houlston, C., Smith, P. K., & Jessel, J. (2011). The Relationship between use of School-Based Peer Support Initiatives and the Social and Emotional Well-Being of Bullied and Non-Bullied Students. Children & Society, 25(4), 293-305.
  • Hoy, A. W., & Weinstein, C. S. (2006). Student and teacher perspectives on classroom management. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice and contemporary issues (181-222). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Hu, L. & Bentler, P. (1999). Cutoff criteria for fit indices in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55.
  • Hussong, A. M . (2000). Perceived peer context and adolescent adjustment. Journal of Research on Adolescence, 10, 391-415. doi:10.1207/SJRA1004_02
  • Jeong, S., Kwak, D., Moon, B., & Miguel, C. (2013). Predicting school bullying victimization: Focusing on individual and school environmental/security factors. Journal of Criminology, 2013, 1-13. doi: 10.1155/2013/401301
  • Kaltiala-Heino R., & Frojd S. (2011). Correlation between bullying and clinical depression in adolescent patients. Adolesc Health Med Ther, 2, 37-44.
  • Kartal, H., & Bilgin, A. (2009). Bullying and school climate from the aspects of the students and teachers. Eurasian Journal of Educational Research, 36, 209-226.
  • Kawabata, Y., Alink, L. R. A., Tseng, W. L., van Ijzendoorn, M. H., & Crick, N. R. (2011). Maternal and paternal parenting styles associated with relational aggression in children and adolescents: A conceptual analysis and meta-analytic review. Developmental Review, 31(4), 240–278.
  • Kochenderfer-Ladd, B., & Troop, W. (2010). Introduction to the special issue contexts, causes and consequences: new directions in peer victimization research. Merrill-Palmer Quarterly, 56(3), 221-230. doi: 10.1353/mpq.0.0048
  • Ladd, G. W., Ettekal, I., & Kochenderfer-Ladd, B. (2017). Peer victimization trajectories from kindergarten through high school: Differential pathways for children’s school engagement and achievement? Journal of Educational Psychology, 109(6), 826-841. http://dx.doi.org/10.1037/edu0000177
  • Lereya, S. T., Samara, M., & Wolke, D. (2013). Parenting behavior and the risk of becoming a victim and a bully/victim: A meta-analysis study. Child Abuse & Neglect, 37(12), 1091-1108.
  • Lewin, K. (1976). Field theory in social science. American Catholic Sociological Review, 12(2), 103.
  • Li, D. P., He, D., Chen, W., Bao, Z. Z., Wang, Y. H., & Zhao, L. Y. (2015). School climate and adolescent problem behaviors: The mediating role of peer victimization. Journal of Psychological Science, 38(4), 896-904.
  • Ma, H. L., & Yang, J. (2016). American campus anti-bullying legislation:Concepts,approach and contents. International and Comparative Education, 11, 21-27.
  • MacCallum, R. C., Browne, M. W., & Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1(2), 130-149.
  • Macklem, G. L. (2003). Bullying and teasing: social power in children’s groups. New York, NY: Kluwer Academic/Plenum.
  • Nakamoto, J., & Schwartz, D. (2010). Is Peer Victimization Associated with Academic Achievement? A Meta-analytic Review. Social Development, 19(2), 221-242.
  • Nansel, T. R., Haynie, D. L., & Simons-Morton, B. G. (2003). The association of bullying and victimization with middle school adjustment. Journal of Applied School Psychology, 19(2), 45-61.
  • OECD (2016). PISA 2015 Assessment and Analytical Framework: Science, Reading, Mathematic and Financial. Paris: OECD Publishing. Retrieved from http://dx.doi.org/10.1787/9789264255425-en
  • OECD (2017). How much of a problem is bullying at school? Retrieved from https://doi.org/10.1787/728d6464-en
  • OECD (2018). Hong Kong (China)- Student performance (PISA 2015). Retrieved from http://gpseducation.oecd.org/CountryProfile?primaryCountry=HKG&treshold=10&topic=PI
  • Olweus, D. (1993). Bullying at School: What We Know and What We Can Do. British Journal of Educational Studies, 42(4), 403-406.
  • Pellegrini, A. (2002). Bullying, victimization, and sexual harassment during the transition to middle school. Educational Psychologist, 37(3), 151-163.
  • Pepler, D., Jiang, D., Craig, W., & Connolly, J. (2008). Developmental trajectories of bullying and associated factors. Child Development, 79(2), 325-338.
  • Pernice-Duca, F., Taiariol, J., & Yoon, J. (2010). Perceptions of school and family climates and experiences of relational aggression. Journal of School Violence, 9(3), 303–319.
  • Prinstein, M. J., Cheah, C. S., & Guyer, A. E. (2005). Peer victimization, cue interpretation, and internalizing symptoms: preliminary concurrent and longitudinal findings for children and adolescents. Journal of Clin Child Adolesc Psychol, 34(1), 11-24.
  • Ren, H. T., & Wen, Z. Q. (2016). The governance of school-bullying in primary and middle schools: Japan's experience. Fudan Education Forum, 14(6), 106-112.
  • Rodkin, P., & Hodges, E. (2003). Bullies and victims in the peer ecology: Four questions for psychologists and school professionals. School Psychology Review, 32(3), 384-400.
  • Rodkin, P. C., & Gest, S. D. (2011). Teaching practices, classroom peer ecologies, and bullying behaviors among schoolchildren. In D. L. Espelage & S. Swearer (Eds.), Bullying in North American Schools (2nd ed., pp. 75-90). New York, NY: Routledge.
  • Rose, C. A., Monda-Amaya, L. E., & Espelage, D. L. (2011). Bullying perpetration and victimization in special education: A review of the literature. Remedial and Special Education, 32(2), 114-130.
  • Salmivalli, C., Voeten, M., & Poskiparta, E. (2011). Bystander’s matters: associations between reinforcing, defending, and the frequency of bullying behavior in classrooms. Journal of Clinical Child & Adolescent Psychology, 40, 668-676. https://doi.org/10.1080/15374416.2011.597090
  • Shrout, P. E., & Bolger, N. (2002). Mediation in Experimental and Nonexperimental Studies: New Procedures and Recommendations. Psychological Methods, 7(4), 422-445.
  • Solberg, M. E., & Olweus, D. (2003). Prevalence estimation of school bullying with the Olweus Bully/Victim Questionnaire. Aggressive Behavior, 29(3), 239-268.
  • Stuart-Cassel, V., Bell, A., & Springer, J. F. (2011). Analysis of State Bullying Laws and Policies. Washington, DC: Office of Planning, Evaluation and Policy, Development, U.S. Department of Education.
  • Sun, H. (2017). Some thoughts on the legal regulation of school bullying. Legal System and Society, 1, 7-12.
  • Swearer, S. M., & Hymel, S. (2015). Understanding the Psychology of Bullying: Moving toward a Social-Ecological Diathesis-Stress Model. American Psychologist, 70(4), 344-353. https://doi.org/10.1037/a0038929
  • Swearer, S. M., & Doll, B. (2001). Bullying in schools: an ecological framework. Journal of Emotional Abuse, 2(2-3), 7-23.
  • Swearer, S. M. (2011). Risk Factors for and Outcomes of Bullying and Victimization. Educational Psychology Papers and Publications, paper 132. Retrieved from http://digitalcommons.unl.edu/edpsychpapers/132
  • Turner, H. A., Finkelhor, D., & Ormrod, R. (2010). The effects of adolescent victimization on self-concept and depressive symptoms. Child Maltreat, 15(1), 76-90.
  • World Health Organization (‎2002)‎. World report on violence and health: summary. Geneva: World Health Organization. http://www.who.int/iris/handle/10665/42512
  • Wynne, S. L., & Joo, H. (2011). Predictors of school victimization: Individual, familial and school factors. Crime & Delinquency, 57(3), 458-488.
  • Yoon, J. S., Barton, E., & Taiariol, J. (2004). Relational aggression in middle school: Educational implications of developmental research. The Journal of Early Adolescence, 24(3), 303-318.
  • Zych, I., Ortega-Ruiz, R., & Del Rey, R. (2015). Scientific research on bullying and cyber bullying: Where have we been and where are we going. Aggression and Violent Behavior, 24, 188-198. doi:10.1016/j.avb.2015.05.015.
There are 62 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Ruo Bing Zhao This is me

Yuan-cheng Chang This is me

Publication Date February 15, 2019
Published in Issue Year 2019

Cite

APA Zhao, R. B., & Chang, Y.-c. (2019). Students’ Family Support, Peer Relationships, and Learning Motivation and Teachers Fairness Have an Influence on the Victims of Bullying in Middle School of Hong Kong. International Journal of Educational Methodology, 5(1), 97-107. https://doi.org/10.12973/ijem.5.1.111