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A comparison of definitions of school bullying among students, parents, and teachers: An experimental study from China

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  • Gong, Zepeng
  • Tang, Zhiwei
  • Zhou, Jing
  • Han, Ziqiang
  • Zhang, Jingran

Abstract

This study aims to determine whether the four types of bullying (verbal, physical, relational, and cyberbullying) are equally likely to be regarded as school bullying by students, parents, and teachers, and whether all three characteristics of bullying (repetitiveness, intentionality, and power imbalance) are part of the definition of school bullying in China. Students (N = 1,943), parents (N = 1,957), and teachers (N = 409) in pre-college schools in China participated in survey experiments. Multi-level models and ordinary linear models were used to perform data analysis. Results indicated that compared with verbal, physical, and cyberbullying, relational bullying was less likely to be considered as school bullying. Neither students and parents, nor teachers used all three characteristics as criteria for identifying school bullying, although parents and teachers considered more characteristics than students when defining school bullying. Therefore, the three characteristics of bullying may not be the gold standard for defining school bullying. Practical investigation should give more attention to relational bullying, and parents and teachers should view school bullying through the students’ broader lens when responding to bullying.

Suggested Citation

  • Gong, Zepeng & Tang, Zhiwei & Zhou, Jing & Han, Ziqiang & Zhang, Jingran, 2024. "A comparison of definitions of school bullying among students, parents, and teachers: An experimental study from China," Children and Youth Services Review, Elsevier, vol. 161(C).
    • Handle: RePEc:eee:cysrev:v:161:y:2024:i:c:s0190740924002652
    DOI: 10.1016/j.childyouth.2024.107693
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    References listed on IDEAS

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    1. Liu, Jie & Han, Ziqiang & Ma, Xiao & Xin, Ruiping, 2023. "Moral disengagement and cyberbullying perpetration among adolescents: The moderating role of empathy," Children and Youth Services Review, Elsevier, vol. 155(C).
    2. Minqi Yang & Hanxiao Guo & Meimei Chu & Chongle Leng & Chunyu Qu & Kexin Tian & Yuying Jing & Mengge Xu & Xicheng Guo & Liuqi Yang & Xiaomeng Li, 2022. "Sex Differences in Traditional School Bullying Perpetration and Victimization among Adolescents: A Chain-Mediating Effect," IJERPH, MDPI, vol. 19(15), pages 1-12, August.
    3. Ying Zhou & Lan Guo & Ci-yong Lu & Jian-xiong Deng & Yuan He & Jing-hui Huang & Guo-liang Huang & Xue-qing Deng & Xue Gao, 2015. "Bullying as a Risk for Poor Sleep Quality among High School Students in China," PLOS ONE, Public Library of Science, vol. 10(3), pages 1-14, March.
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    5. Karen J. S. Bell & W. Grant Willis, 2016. "Teachers’ perceptions of bullying among youth," The Journal of Educational Research, Taylor & Francis Journals, vol. 109(2), pages 159-168, March.
    6. repec:ocp:pbecon:none is not listed on IDEAS
    7. Sawyer, Jami-Leigh & Mishna, Faye & Pepler, Debra & Wiener, Judith, 2011. "The missing voice: Parents' perspectives of bullying," Children and Youth Services Review, Elsevier, vol. 33(10), pages 1795-1803, October.
    8. John V. Kane & Jason Barabas, 2019. "No Harm in Checking: Using Factual Manipulation Checks to Assess Attentiveness in Experiments," American Journal of Political Science, John Wiley & Sons, vol. 63(1), pages 234-249, January.
    9. Ba, Zhanlong & Han, Ziqiang & Gong, Zepeng & Li, Fan & Zhang, Haibo & Zhang, Guirong, 2019. "Ethnic differences in experiences of school bullying in China," Children and Youth Services Review, Elsevier, vol. 104(C), pages 1-1.
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    Cited by:

    1. Varlık, Savaş, 2024. "The silent shadow in primary school: The invisible face of bullying," Children and Youth Services Review, Elsevier, vol. 166(C).

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