Bullying, Cyberbullying, Student Life Satisfaction and the Community of Chilean Adolescents
- 36 Downloads
Feeling support from the community is a vital aspect of adolescents’ quality of life. Negative experiences at school, such as bullying and cyberbullying can have an adverse impact on adolescents’ life satisfaction that can expand to different domains of their lives including community variables. The goal of the present study was to examine the association between peer victimization, life satisfaction and community support among Chilean adolescents. We used a sample of 497 youths enrolled in grades 9 to 12 of public and private schools in different Chilean districts. Results indicate a negative association between bullying and cyberbullying behavior on community support through life satisfaction. Peer victimization can have negative consequences for youths at a personal level on their assessments of life satisfaction, which can expand to feeling less support from the community. Feeling less support from the community can be detrimental to healthy youth development and adolescents’ quality of life. Community prevention efforts can thus provide emotional support for youth victims of bullying and cyberbullying.
KeywordsQuality of life Life satisfaction Community Bullying Cyberbullying Adolescence
The authors would like to thank Universidad del Desarrollo for funding the following research projects used for this study: (1) “Validation of a battery of instruments for the study of subjective well-being and social well-being in Chilean adolescents” and (2) “Proposal of an explanatory model of well-being in adolescents”.
- Alfaro Inzunza, J., Guzmán Piña, J., García Gómez, C., Sirlopú Díaz, D., Oyanedel Sepúlveda, J. C., & Gaudlitz Ruiz, L. (2014). Propiedades psicométricas de la escala Breve Multidimensional de Satisfacción con la Vida para Estudiantes (BMSLSS) en población infantil chilena (10 – 12 años). Universitas Psychologica, 14(1), 29–42.CrossRefGoogle Scholar
- Baker J.A. & Maupin, A.N. (2009). School satisfaction and children’s positive school adjustment. En R. Gilman, E.S. Huebner & M.J. Furlong (Eds.), Handbook of positive psychology in the schools (pp. 189–196). New York: Routledge.Google Scholar
- Bauman, S., Cross, D., & Walker, J. L. (Eds.). (2013). Principles of cyberbullying research: Definitions, measures and methodology. New York: Routledge.Google Scholar
- Berger, C., Rodkin, P. C. & Karimpour, R. (2008). Bullies and victims at school: Perspectives and strategies for primary prevention. En T. Miller (Ed.), School violence and primary prevention (pp. 295–322). New York: Springer-Verlag.Google Scholar
- Bilić, V., Flander, G., & Rafajac, B. (2014). Life satisfaction and school performance of children exposed to classic and cyber peer bullying. Collegium Antropologicum, 38(1), 21–29.Google Scholar
- Bowes, L., Arseneault, L., Maughan, B., Taylor, A., Caspi, A., & Moffitt, T. E. (2009). School, neighborhood, and family factors are associated with children’s bullying involvement: A nationally representative longitudinal study. Journal of the American Academy of Child and Adolescent Psychiatry, 48(5), 545–553.CrossRefGoogle Scholar
- Casas, F. (2010). El bienestar personal: Su investigación en la infancia y la adolescencia. Encuentros en Psicología Social, 5(1), 85–101.Google Scholar
- Chang, F. C., Lee, C. M., Chiu, C. H., Hsi, W. Y., Huang, T. F., & Pan, Y. C. (2013). Relationships Among Cyberbullying, School Bullying, and Mental Health in Taiwanese Adolescents. Journal of School Health, 83(6), 454-462.Google Scholar
- Chester, K. L., Callaghan, M., Cosma, A., Donnelly, P., Craig, W., Walsh, S., & Molcho, M. (2015). Cross-national time trends in bullying victimization in 33 countries among children aged 11, 13 and 15 from 2002 to 2010. The European Journal of Public Health, 25(2), 61–64. https://doi.org/10.1093/eurpub/ckv029 CrossRefGoogle Scholar
- Chile, Ministerio del Interior. (2016). Encuesta Nacional de Violencia en el Ámbito Escolar (ENVAE) 2014. Santiago: Autor. Retrieved from http://www.seguridadpublica.gov.cl/media/2016/11/Presentaci%C3%B3n-ENVAE.pdf
- Chile, Ministerio del Interior & Adimark. (2009). III Encuesta Nacional de Violencia en el Ámbito Escolar 2009. Santiago: Autores. Retrieved from http://www.seguridadpublica.gov.cl/filesapp/presentacion_violencia_escolar_2009_web.pdf
- Cohen, S., Gottlieb, B. H., & Underwood, L. G. (2000). Social relationships and health. En S. Cohen, L. G. Underwood & B. H. Gottlieb (Eds.), Social support measurement and intervention: A guide for health and social scientists (pp. 3–25). Oxford: Oxford University Press.Google Scholar
- Dex, S., & Hollingworth, K. (2012). Children’s and young people’s voices on their wellbeing. Retrieved from http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education. gov.uk/publications/eOrderingDownload/Children’s%20voices%20on%20wellbeing.pdf.
- Elvas, S., & Moniz, M. J. V. (2010). Sentimento de comunidade, qualidade e satisfação de vida. Análise Psicológica, 28(3), 451–464.Google Scholar
- van Ham, M., Manley, D., Bailey, N., Simpson, L., & Maclennan, D. (2012). Neighbourhood effects research: New perspectives. In Neighbourhood effects research: New perspectives (pp. 1–21). Dordrecht: Springer Netherlands.Google Scholar
- Herrero, J., Meneses, J., Valiente, L., & Rodríguez, F. (2004). Participación Social en Contextos Virtuales. Psicothema, 3, 456–460.Google Scholar
- Huebner, E. S. (2004). Research on assessment of life satisfaction of children and adolescents. Social Indicators Research, 66(1), 3–33.Google Scholar
- Jiménez, T. I., Musitu, G., Ramos, M. J., & Murgui, S. (2009). Community involvement and victimization at school: An analysis through family, personal and social adjustment. Journal of Community Psychology, 37(8), 959–974. https://doi.org/10.1002/jcop.20342.
- Juvonen, J., & Graham, S. (2014). Bullying in schools: The power of bullies and the plight of victims. Annual Review of Psychology, 65, 159–185. https://doi.org/10.1146/annurev-psych-010213-115030.
- Kowalski, R. M., Limber, S. E., & Agatston, P. W. (2012). Cyberbullying: Bullying in the digital age, 2nd end. Malden: Wiley-Blackwell.Google Scholar
- Patchin, J. W., & Hinduja, S. (2012). Cyberbullying: An update and synthesis of the research. In J. Patchin & S. Hinduja (Eds.), Cyberbullying prevention and response: Expert perspectives (pp. 13–35). New York: Routledge.Google Scholar
- Rodrigues, A., Schütz, F., Sarriera, J., Bedin, L., Strelhow, M., & Calza, T. (Septiembre 2014). Senso de Comunidade como preditor do bem-estar subjetivo infantile. 5° Conferencia Internacional de Psicología Comunitaria. Fortaleza - Brasil.Google Scholar
- Sarriera, J. C., & Bedin, L. (2015). Towards a socio-community model: A well-being approach. Universitas Psychologica, 14(4), 15–25.Google Scholar
- Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). New York: Pearson.Google Scholar
- Ttofi, M. M., Farrington, D. P., Lösel, F., & Loeber, R. (2011). Do the victims of school bullies tend to become depressed later in life? A systematic review and meta-analysis of longitudinal studies. Journal of Aggression, Conflict and Peace Research, 3(2), 63–73. https://doi.org/10.1108/17596591111132873.
- Varela, J., Zimmerman, M., Ryan, A., Stoddard, S., Heinze, J., & Alfaro, J. (2017). Life satisfaction, school satisfaction, and school violence: A mediation analysis for Chilean adolescent victims and perpetrators. Child Indicators Research., 11, 487–505. https://doi.org/10.1007/s12187-016-9442-7.CrossRefGoogle Scholar