TY - JOUR
T1 - Bullying Victimization and Life Satisfaction Among Rural Left-Behind Children in China
T2 - A Cross-Sectional Study
AU - Yang, Yide
AU - Zheng, Chanjuan
AU - Xie, Ming
AU - Yuan, Shuqian
AU - Zeng, Yuan
AU - Zhou, Meiling
AU - Huang, Shuzhen
AU - Zhu, Yulian
AU - Ye, Xiangli
AU - Zou, Zhiyong
AU - Wang, Ying
AU - Baker, Julien Steven
N1 - Funding Information:
This study was supported by the National Natural Science Foundation of China (81903336), Hunan Provincial Natural Science Foundation of China (2019JJ50376), Scientific Research Fund of Hunan Provincial Education Department (18C0072), Scientific Research Fund of Hunan Provincial Education Department (18A028), National Natural Science Foundation of China (81773454), and The Hunan Provincial Natural Science Foundation of China (2020JJ5386, CZ).
Publisher Copyright:
© 2021 Yang, Zheng, Xie, Yuan, Zeng, Zhou, Huang, Zhu, Ye, Zou, Wang and Baker.
PY - 2021/7/30
Y1 - 2021/7/30
N2 - Objectives: This study aimed to evaluate the associations between bullying victimization and life satisfaction in primary school children and also investigate the interactive effects of left-behind status and bullying victimization on life satisfaction. Materials and Methods: Bullying victimization was measured using the Chinese version of the revised Olweus Bully/Victim Questionnaire. Life satisfaction was assessed using the Multidimensional Students' Life Satisfaction Scale (MSLSS). Life satisfaction is composed of five domains, namely, family, school, friends, environment, and self-satisfaction. Left-behind status of rural children was defined as one or both their parents migrating to working in cities. The data were analyzed using Mann–Whitney U tests, Chi-square tests, and multivariate linear and logistic regression analyses. Results: A total of 810 primary school children were involved, of which 8.5% reported bullying victimization, and 44.3% were left-behind children (LBC). We found that bullying victimization was negatively associated with all domains of life satisfaction (all p < 0.05). With further left-behind status-stratified analysis, we found that negative association between bullying victimization and friend satisfaction was more profound in the LBC group than in the non-LBC group [b(SE)= −0.133 (0.03) vs. −0.061 (0.026) for LBC and non-LBC, respectively, p < 0.05]. When further interaction analysis was conducted, we identified interaction effects between left-behind status and bullying victimization on friend satisfaction (pinteraction = 0.048). Similar interaction effect between bullying victimization and left-behind status on school satisfaction was also found (pinteraction = 0.004). Conclusions: Bullying victimization was associated with low life satisfaction (including lower family, friends, school, self, and environment satisfaction). There were significant interactions between left-behind status and bullying victimization on friend satisfaction, as well as school satisfaction. Left-behind status of children may exaggerate the impact of bullying victimization on friends/school satisfaction rating.
AB - Objectives: This study aimed to evaluate the associations between bullying victimization and life satisfaction in primary school children and also investigate the interactive effects of left-behind status and bullying victimization on life satisfaction. Materials and Methods: Bullying victimization was measured using the Chinese version of the revised Olweus Bully/Victim Questionnaire. Life satisfaction was assessed using the Multidimensional Students' Life Satisfaction Scale (MSLSS). Life satisfaction is composed of five domains, namely, family, school, friends, environment, and self-satisfaction. Left-behind status of rural children was defined as one or both their parents migrating to working in cities. The data were analyzed using Mann–Whitney U tests, Chi-square tests, and multivariate linear and logistic regression analyses. Results: A total of 810 primary school children were involved, of which 8.5% reported bullying victimization, and 44.3% were left-behind children (LBC). We found that bullying victimization was negatively associated with all domains of life satisfaction (all p < 0.05). With further left-behind status-stratified analysis, we found that negative association between bullying victimization and friend satisfaction was more profound in the LBC group than in the non-LBC group [b(SE)= −0.133 (0.03) vs. −0.061 (0.026) for LBC and non-LBC, respectively, p < 0.05]. When further interaction analysis was conducted, we identified interaction effects between left-behind status and bullying victimization on friend satisfaction (pinteraction = 0.048). Similar interaction effect between bullying victimization and left-behind status on school satisfaction was also found (pinteraction = 0.004). Conclusions: Bullying victimization was associated with low life satisfaction (including lower family, friends, school, self, and environment satisfaction). There were significant interactions between left-behind status and bullying victimization on friend satisfaction, as well as school satisfaction. Left-behind status of children may exaggerate the impact of bullying victimization on friends/school satisfaction rating.
KW - bullying victimization
KW - interactive effects
KW - left behind children
KW - life satisfaction
KW - primary school
UR - http://www.scopus.com/inward/record.url?scp=85112478216&partnerID=8YFLogxK
U2 - 10.3389/fped.2021.671543
DO - 10.3389/fped.2021.671543
M3 - Journal article
AN - SCOPUS:85112478216
SN - 2296-2360
VL - 9
JO - Frontiers in Pediatrics
JF - Frontiers in Pediatrics
M1 - 671543
ER -
