Speaker
Description
Guided by the social-ecological model, this study employed growth mixture models to examine (1) the trajectories of student perceived school-wide bullying, traditional bullying victimization and cyberbullying victimization aggregated at school level; and (2) the longitudinal impact of four domains of social-emotional learning (SEL) competencies, school level, ethnic diversity index, and school size, on these trajectories. Through the analysis of a four-year (2016-2020) longitudinal data collected from 142 schools (over 30,000 students) in the state of Delaware, United States, we found that school-wide bullying followed four growth trajectories: high-start-high-growth, moderate-start-high-growth, moderate-start-low-growth, and low-start-low-growth. Cyberbullying victimization showed two growth trajectories that include high-start-low-growth, and low-start-high-growth. Traditional bullying victimization showed a linear growth over four years. In terms of the longitudinal impact of SEL competencies, only social awareness negatively contributed to the growth of school-wide bullying. School levels and ethnic diversity index were also associated with certain growth trajectories for school-wide bullying and cyberbullying victimization. Findings supported the argument to treat cyberbullying victimization separately from the traditional bullying behavior and victimization, and findings also highlighted the importance of school-wide SEL interventions with the focus on social awareness to address bullying. Practical implications for school-wide efforts in bullying interventions and programming are discussed.
Keywords
school-wide bullying, bullying victimization, cyberbullying victimization, school-wide SEL
| Please also indicate what kind of contribution it is: | Scientific |
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| Please indicate what type of scientific contribution it is | Quantitative method study |
