The Healthy Context Paradox Between Bullying and Emotional Adaptation: A Moderated Mediating Effect

Junwei Pu; Xiong Gan; Zaiming Pu; Xin Jin; Xiaowei Zhu; Chunxia Wei

doi:10.2147/PRBM.S444400

The Healthy Context Paradox Between Bullying and Emotional Adaptation: A Moderated Mediating Effect

Psychol Res Behav Manag. 2024 Apr 16:17:1661-1675. doi: 10.2147/PRBM.S444400. eCollection 2024.

Authors

Junwei Pu¹, Xiong Gan¹, Zaiming Pu², Xin Jin¹, Xiaowei Zhu¹, Chunxia Wei³

Affiliations

¹ College of Education and Sports Sciences, Yangtze University, Jingzhou City, Hubei Province, People's Republic of China.
² College of Marxism, ENSHI POLYTECHNIC, Enshi City, Hubei Province, People's Republic of China.
³ Foreign languages college, Jingzhou University, Jingzhou City, Hubei Province, People's Republic of China.

Abstract

Introduction: Bullying is a significant concern for young people, with studies consistently showing a link between bullying and negative emotional consequences. However, the mechanisms that underlie this association remain unclear, particularly in terms of the classroom environment. This study aimed to explore the paradoxical phenomenon between bullying victimization and emotional adaptation among junior high school students in China, using the hypothesis of the healthy context paradox.

Methods: The study involved 880 students (565 girls; Mage=14.69; SD=1.407 years), and data were collected using self-reported surveys. The findings of the study, utilizing multilevel structural equation modeling (MSEM) techniques, demonstrated a cross-level moderated effect of classroom-level bullying victimization on the relationship between individual bullying victimization and emotional adaptation.

Results: Specifically, the results indicated that in classrooms with higher levels of victimization, the association between individual bullying victimization and increased depressive symptoms and State&Trait anxiety was more pronounced. These findings support the "Healthy context paradox" hypothesis in the Chinese context and provide insight into the mechanisms underlying this phenomenon.

Discussion: The results suggest that the classroom environment plays a crucial role in shaping the emotional consequences of bullying and that addressing classroom victimization is crucial for promoting emotional health among young people. By understanding the mechanisms that underlie the association between bullying and emotional consequences, interventions can be developed to target the underlying factors that contribute to this paradoxical phenomenon. Overall, the study provides new insights into the complex relationship between bullying and emotional health among young people, highlighting the importance of considering the classroom environment in addressing this issue.

Keywords: bullying victimization; emotional adaptation; the healthy context paradox; the level of classroom victimization.

Grants and funding

The key projects of education science plan of Hubei Province in 2022: Study on the influencing factors and intervention mechanism of non suicidal self injurious behaviors in adolescents (2022GA030), and the Major Project for Philosophy and Social Science Research of Hubei Province (23ZD132). The Key Projects for Philosophy and Social Science Research of Department of Education of Hubei Province in 2022(22D035).