Meaning in life as a moderator of the relationship between bullying victimization profiles and life satisfaction in young adolescents

IF 1.8 3区心理学 Q3 PSYCHOLOGY, EDUCATIONAL Psychology in the Schools Pub Date : 2024-04-29 DOI:10.1002/pits.23218

Jusuk Song, Sondra Smith‐Adcock

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Abstract

Latent profiles of bullying victimization were examined to determine membership information and distinctive buffering roles of meaning in life between bullying victimization groups and life satisfaction. The PISA data set (n = 4695) of 15‐year‐old young adolescents was analyzed. Static predictors of membership consist of gender, immigrant status, parental education, and grade repetition. Latent profile analysis, analysis of variance, multiple logistic regression, and multivariable regression were utilized for a comprehensive understanding of bullying victimization memberships and related outcomes. Three distinctive latent profiles emerged: (a) Stable & Resilient (SR) (75.6%); (b) Mild & Internal (MI) (18.4%); and (c) Severe & External (SE) (6.0%). Immigration, gender, grade repetition, and parental education were found to be predictors of membership in the bullying victimization groups. Males, and immigrants, with higher parental education, and grade repetition experience significantly predicted increases in possibilities of membership in the MI or SE latent groups. Meaning in life has significant buffering roles for bullying victimization on life satisfaction. The moderating effect of meaning in life was strongest for the SE group. Implications and future directions are discussed.

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生活意义是青少年受欺凌情况与生活满意度之间关系的调节因素

通过研究欺凌受害的潜在特征，确定欺凌受害群体与生活满意度之间的成员信息以及生活意义的独特缓冲作用。研究分析了 15 岁青少年的 PISA 数据集（n = 4695）。成员资格的静态预测因素包括性别、移民身份、父母教育程度和留级。为了全面了解欺凌受害者的成员身份和相关结果，研究人员采用了潜特征分析、方差分析、多元逻辑回归和多变量回归等方法。结果发现了三种不同的潜在特征：(a) 稳定型和适应型 (SR) (75.6%)；(b) 轻度和内部型 (MI) (18.4%)；(c) 严重和外部型 (SE) (6.0%)。研究发现，移民、性别、留级和父母教育程度是预测受欺凌群体成员的因素。男性、移民、父母受教育程度较高以及留级经历显著地增加了成为MI或SE潜伏群体成员的可能性。生活意义对欺凌受害对生活满意度的影响有明显的缓冲作用。生活意义对 SE 组的调节作用最强。本文讨论了其影响和未来发展方向。

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来源期刊

Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.00

自引率

5.00%

发文量

200

期刊介绍： Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.