Speaker
Description
Purpose: This study explores the stability and changes in bullying and victimization among rural middle school students in the U.S. over two years, examining the role of school, peer, and family support in predicting involvement in these dynamics.
Method: Data were collected from 802 students across two rural middle schools, focusing on bullying, victimization, online victimization, and social support at two points in time. Using latent profile analysis, the study identified distinct bullying profiles, followed by latent transition analysis to examine profile changes over the two-year period. Mplus 8.0 software was used for statistical analysis.
Results: Four distinct profiles of bullying involvement were identified at both time points: bully, victim, bully-victim, and uninvolved. These profiles displayed partial stability over the two years, with notable transitions towards uninvolved profiles. Specific trajectories included exclusive bully, bully-uninvolved, victim-uninvolved, bully-victim continuum, and non-bully/non-victim (uninvolved). Logistic regression analysis showed that transitioning from bully to uninvolved was associated with higher levels of perceived school support (B=0.205, SE=0.167, p<.001). In contrast, remaining on the bully-victim continuum was linked to higher perceived family support (B=0.225, SE=0.340, p=.023).
Implications: Findings provide insights into the stability and change of bullying dynamics among rural middle school students. Understanding these trajectories can inform targeted interventions aimed at reducing bullying and enhancing protective factors, such as school and family support, to foster safer and more supportive school environments.
Keywords
Bullying Prevention
Social Supports
Rural Education
| Please indicate what type of scientific contribution it is | Quantitative method study |
|---|---|
| Please also indicate what kind of contribution it is: | Scientific |
