a Faculty of Social Sciences and Health Education , Hanoi University of Public Health , Hanoi , Vietnam.
b Faculty of Health, Queensland University of Technology , Brisbane , Australia.
Psychol Health Med. 2017 Mar;22(sup1):107-121. doi: 10.1080/13548506.2016.1271953. Epub 2017 Jan 9.
Although many cross-sectional studies have examined bullying experiences and correlated factors among adolescents in schools, relatively little is known about the extent to which bullying roles are stable or fluid over time. This short-term quantitative longitudinal study in Vietnam examined temporal patterns and predictors of bullying roles over an academic year. A total of 1424 middle and high school students aged 12-17 years completed two anonymous, self-administered questionnaires six months apart in 2014 and 2015. Young people were classified into different bullying roles as follow: not-involved (38.9%), victims only (24%), bullies only (6.6%), and bully-victims (40.4%) across the two times. About 60% of all surveyed students experienced bullying either as victim, bully, or bully-victim during the year. Of these students, nearly three in four indicated unstable bullying roles over time. Multivariate multinomial logistic regressions indicated factors ranging from individual (age, gender, and mental health) to family (social support, parental supervision and monitoring, witnessing parental violence, and conflict with siblings), school (perceived social support, teachers' attempt to stop bullying at school), and peers (social support, students' attempt to stop bullying at school) have significant associations with levels of bullying involvement. Implications for bullying prevention programs nationally and internationally are discussed.
虽然许多横断面研究已经检查了学校青少年的欺凌经历和相关因素，但对于欺凌角色在时间上的稳定性或流动性知之甚少。这项在越南进行的短期定量纵向研究调查了欺凌角色在一学年内的时间模式和预测因素。共有 1424 名 12-17 岁的中学生在 2014 年和 2015 年的六个月内完成了两次匿名的自我管理问卷。年轻人被分为以下不同的欺凌角色：不参与（38.9%）、仅受害者（24%）、仅欺凌者（6.6%）和欺凌受害者（40.4%）。大约 60%的所有被调查学生在一年内经历过欺凌，无论是作为受害者、欺凌者还是欺凌受害者。在这些学生中，近四分之三的人表示他们的欺凌角色随时间不稳定。多变量多项逻辑回归表明，从个人（年龄、性别和心理健康）到家庭（社会支持、父母监督和监护、目睹父母暴力和与兄弟姐妹的冲突）、学校（感知到的社会支持、教师试图在学校制止欺凌行为）和同龄人（社会支持、学生试图在学校制止欺凌行为）的因素与欺凌行为的严重程度有关。讨论了在国家和国际范围内开展欺凌预防计划的意义。
