Longitudinal network associations between risk and protective factors for bullying, victimization, and well-being: Effects of an antibullying intervention

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F67985807%3A_____%2F25%3A00619743" target="_blank" >RIV/67985807:_____/25:00619743 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/68081740:_____/25:00619743 RIV/00216224:14230/25:00141177

Výsledek na webu

<a href="https://www.sciencedirect.com/science/article/pii/S0191886925002193" target="_blank" >https://www.sciencedirect.com/science/article/pii/S0191886925002193</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.paid.2025.113257" target="_blank" >10.1016/j.paid.2025.113257</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Longitudinal network associations between risk and protective factors for bullying, victimization, and well-being: Effects of an antibullying intervention

Popis výsledku v původním jazyce

Objective: The present study explored the differences in networks of bullying, victimization, and well-being, along with related protective and risk factors. Network differences were investigated in adolescent samples following an antibullying intervention vs. regular school year. Methods: A sample of 671 students (52 % girls, Mage = 10.3 years) from 24 elementary schools participated across three time points. A multigroup lag-1 graphical vector autoregressive cross-lagged panel network model was employed and yielded an acceptable model fit. The final model was pruned and bootstrapped (N = 100 resamplings). Results: Several variables demonstrated stability across time points. Cross-lagged associations differed between intervention and control groups. In the absence of intervention, defending increased only when empathy for victims increased, while social self-efficacy reduced both bullying and moral disengagement. In the intervention group, defending became more interconnected with well-being, and an adverse feedback loop emerged between victimization and bullying. Contemporaneous effects were similar across intervention and control schools and showed expected associations, such as positive interrelatedness between moral disengagement and bullying perpetration. Conclusions: The antibullying intervention changed the dynamic interplay of factors related to bullying, victimization, and well-being in schools. While the outcomes were largely positive, some adverse effects emerged, which could guide future research.

Název v anglickém jazyce

Longitudinal network associations between risk and protective factors for bullying, victimization, and well-being: Effects of an antibullying intervention

Popis výsledku anglicky

Objective: The present study explored the differences in networks of bullying, victimization, and well-being, along with related protective and risk factors. Network differences were investigated in adolescent samples following an antibullying intervention vs. regular school year. Methods: A sample of 671 students (52 % girls, Mage = 10.3 years) from 24 elementary schools participated across three time points. A multigroup lag-1 graphical vector autoregressive cross-lagged panel network model was employed and yielded an acceptable model fit. The final model was pruned and bootstrapped (N = 100 resamplings). Results: Several variables demonstrated stability across time points. Cross-lagged associations differed between intervention and control groups. In the absence of intervention, defending increased only when empathy for victims increased, while social self-efficacy reduced both bullying and moral disengagement. In the intervention group, defending became more interconnected with well-being, and an adverse feedback loop emerged between victimization and bullying. Contemporaneous effects were similar across intervention and control schools and showed expected associations, such as positive interrelatedness between moral disengagement and bullying perpetration. Conclusions: The antibullying intervention changed the dynamic interplay of factors related to bullying, victimization, and well-being in schools. While the outcomes were largely positive, some adverse effects emerged, which could guide future research.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/GA23-06289S" target="_blank" >GA23-06289S: Následky šikany: Jak charakteristiky školních tříd zmírňují psychické potíže spojené s viktimizací</a><br>

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Personality and Individual Differences

ISSN

0191-8869

e-ISSN

1873-3549

Svazek periodika

244

Číslo periodika v rámci svazku

říjen

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

8

Strana od-do

113257

Kód UT WoS článku

001493366800001

EID výsledku v databázi Scopus

2-s2.0-105004909936