Hinduja Sameer, Patchin Justin W
Florida Atlantic University, Jupiter, FL, United States.
University of Wisconsin-Eau Claire, Eau Claire, WI, United States.
Front Sociol. 2025 Jul 30;10:1576372. doi: 10.3389/fsoc.2025.1576372. eCollection 2025.
Research is clear that the cognitive-motivational internal asset of hope is significantly related to enhanced life satisfaction and psychological wellbeing. It has also shown promise in preventing participation in a variety of negative externalizing behaviors, especially antisociality, maladaptive coping, and various forms of aggression among young people. The current exploration evaluates the relationship between hope and youth participation in bullying and cyberbullying.
A nationally representative survey was conducted in spring 2019 among 5,569 U.S. students aged 12-17 (mean age 14.4) to examine bullying and cyberbullying offending, with 2,472 respondents completing Snyder's six-item Children's Hope Scale. The study measured participation in eight forms of school-based bullying and twelve forms of cyberbullying in the previous 30 days, and controlled for demographic variables including age, gender, race, and sexual orientation.
The study found that 16.5% of students participated in school bullying behaviors and 10.7% in cyberbullying behaviors in the previous 30 days. Name-calling was the most common form of school bullying (16%), while making others feel left out was the most frequent form of cyberbullying (10.1%). Statistical analyses revealed that male students were more likely to engage in both forms of bullying. Importantly, higher levels of hope were associated with significantly lower participation in both school bullying and cyberbullying behaviors.
Findings indicate that hope has an inverse relationship with school bullying and cyberbullying behaviors among US youth, suggesting that fostering hope could help reduce these forms of interpersonal aggression. Specifically, schools should prioritize hope-building through the cultivation of one-on-one relationships, the use of scenario-based learning, and the implementation of supportive-cooperative interventions.
研究表明，希望这一认知动机内部资产与生活满意度提高及心理健康显著相关。它在预防参与各种负面外化行为方面也显示出前景，尤其是青少年中的反社会行为、适应不良应对方式以及各种攻击行为。当前的探索评估了希望与青少年欺凌和网络欺凌参与度之间的关系。
2019年春季对5569名年龄在12 - 17岁（平均年龄14.4岁）的美国学生进行了一项具有全国代表性的调查，以检查欺凌和网络欺凌行为，其中2472名受访者完成了斯奈德的六项儿童希望量表。该研究测量了前30天参与的八种校内欺凌形式和十二种网络欺凌形式，并控制了包括年龄、性别、种族和性取向在内的人口统计学变量。
研究发现，在前30天，16.5%的学生参与了校内欺凌行为，10.7%的学生参与了网络欺凌行为。辱骂是校内欺凌最常见的形式（16%），而让他人感到被排斥是网络欺凌最常见的形式（10.1%）。统计分析显示，男学生更有可能参与这两种欺凌形式。重要的是，更高水平的希望与在校内欺凌和网络欺凌行为中的显著较低参与度相关。
研究结果表明，希望与美国青少年的校内欺凌和网络欺凌行为呈负相关，这表明培养希望有助于减少这些人际攻击形式。具体而言，学校应通过建立一对一关系、采用情景式学习以及实施支持性合作干预措施来优先培养希望。
