Background:Bullying during adolescence is shaped by numerous psychosocial factors such as family dynamics,attachment,and peer relationships.This study aims to examine parental acceptance-rejection,attachment styles,an...Background:Bullying during adolescence is shaped by numerous psychosocial factors such as family dynamics,attachment,and peer relationships.This study aims to examine parental acceptance-rejection,attachment styles,and social exclusion factors as key psychosocial variables predicting bullying behavior in adolescents.Methods:In a cross-sectional study conducted with 349 high school students in Hakkari,Türkiye.Data were collected using the Olweus Bullying Scale,the Parental Acceptance-Rejection Scale,the Social Exclusion Scale,and the Three-Dimensional Attachment Styles Scale.Independent samples t-tests,one-way ANOVAs,Pearson correlations,and hierarchical regression analyses were performed.Results:Research findings reveal that peer bullying varies significantly according to gender,class level,parents’educational level,and socio-economic status.Furthermore,our findings indicate that social exclusion(β=0.506,p<0.01)and avoidant attachment(β=0.162,p<0.01)positively predict peer bullying,while secure attachment(β=−0.205,p<0.01),maternal(β=−0.385,p<0.01)and paternal(β=−0.217,p<0.01)acceptance/rejection negatively predict bullying.The final regression model explains approximately 55%of the variance in bullying.Conclusion:Our findings indicate that social exclusion,parental acceptance/rejection,and secure or avoidant attachment patterns may be associated with bullying behaviour in adolescents.These findings emphasise the necessity of family-and peer-focused interventions to combat bullying.展开更多
Background:The phenomenon of academic anxiety has been demonstrated to exert a considerable influence on students’academic engagement,leading to the emergence of a phenomenon known as“learned helplessness”and under...Background:The phenomenon of academic anxiety has been demonstrated to exert a considerable influence on students’academic engagement,leading to the emergence of a phenomenon known as“learned helplessness”and undermining the selfconfidence and motivation of high school students.Using acceptance-rejection theory,this study elucidated how a rejective parenting style affects Chinese high school students’academic anxiety and explored the urban-rural heterogeneity of this relationship.Methods:Data were analyzed using a stratified whole-cluster random sampling method.There are a total of 30,000 high school students in the three regions of northern and central China(from Shanxi,Hebei and Henan).A sample of 2286 high school students aged 14–19 years was ultimately selected from 2760 respondents for this investigation,which was conducted at the beginning of the 2023 school year.Pearson correlation,ordinary least squares(OLS)regression analysis,path analysis,and Fisher’s permutation test(FPT)were used to examine the effects of rejective parenting style on high school students’academic anxiety.Results:Results indicated a significant positive predictive effect between rejective parenting style and academic anxiety among high school students(β=0.815,t=116.211,p<0.001).Students’self-concept was significantly positively related to positive coping style(β=0.424,t=21.208,p<0.001)and chain-mediated this relationship.Therefore,this parenting style may indirectly mitigate academic anxiety through these mediators.The study also found that the effect of rejective parenting style on academic anxiety varied by students’residential background and was more pronounced in urban areas(0.226)than in rural areas(0.130).Conclusion:The research underscores the imperative for Chinese families to reexamine their utilization of rejection parenting and to prioritize the cultivation of students’intrinsic attributes.These findings offer a theoretical framework and practical evidence for policymakers and educators to develop efficacious and targeted interventions.In particular,greater attention should be directed towards the discrepancies in the manifestation of emotional and academic anxiety between urban and rural students,and prompt guidance should be furnished.展开更多
文摘Background:Bullying during adolescence is shaped by numerous psychosocial factors such as family dynamics,attachment,and peer relationships.This study aims to examine parental acceptance-rejection,attachment styles,and social exclusion factors as key psychosocial variables predicting bullying behavior in adolescents.Methods:In a cross-sectional study conducted with 349 high school students in Hakkari,Türkiye.Data were collected using the Olweus Bullying Scale,the Parental Acceptance-Rejection Scale,the Social Exclusion Scale,and the Three-Dimensional Attachment Styles Scale.Independent samples t-tests,one-way ANOVAs,Pearson correlations,and hierarchical regression analyses were performed.Results:Research findings reveal that peer bullying varies significantly according to gender,class level,parents’educational level,and socio-economic status.Furthermore,our findings indicate that social exclusion(β=0.506,p<0.01)and avoidant attachment(β=0.162,p<0.01)positively predict peer bullying,while secure attachment(β=−0.205,p<0.01),maternal(β=−0.385,p<0.01)and paternal(β=−0.217,p<0.01)acceptance/rejection negatively predict bullying.The final regression model explains approximately 55%of the variance in bullying.Conclusion:Our findings indicate that social exclusion,parental acceptance/rejection,and secure or avoidant attachment patterns may be associated with bullying behaviour in adolescents.These findings emphasise the necessity of family-and peer-focused interventions to combat bullying.
基金funded by the Key Discipline Construction Project of the Liaoning Provincial Social Science Planning Fund(grant ID:L24ZD042)。
文摘Background:The phenomenon of academic anxiety has been demonstrated to exert a considerable influence on students’academic engagement,leading to the emergence of a phenomenon known as“learned helplessness”and undermining the selfconfidence and motivation of high school students.Using acceptance-rejection theory,this study elucidated how a rejective parenting style affects Chinese high school students’academic anxiety and explored the urban-rural heterogeneity of this relationship.Methods:Data were analyzed using a stratified whole-cluster random sampling method.There are a total of 30,000 high school students in the three regions of northern and central China(from Shanxi,Hebei and Henan).A sample of 2286 high school students aged 14–19 years was ultimately selected from 2760 respondents for this investigation,which was conducted at the beginning of the 2023 school year.Pearson correlation,ordinary least squares(OLS)regression analysis,path analysis,and Fisher’s permutation test(FPT)were used to examine the effects of rejective parenting style on high school students’academic anxiety.Results:Results indicated a significant positive predictive effect between rejective parenting style and academic anxiety among high school students(β=0.815,t=116.211,p<0.001).Students’self-concept was significantly positively related to positive coping style(β=0.424,t=21.208,p<0.001)and chain-mediated this relationship.Therefore,this parenting style may indirectly mitigate academic anxiety through these mediators.The study also found that the effect of rejective parenting style on academic anxiety varied by students’residential background and was more pronounced in urban areas(0.226)than in rural areas(0.130).Conclusion:The research underscores the imperative for Chinese families to reexamine their utilization of rejection parenting and to prioritize the cultivation of students’intrinsic attributes.These findings offer a theoretical framework and practical evidence for policymakers and educators to develop efficacious and targeted interventions.In particular,greater attention should be directed towards the discrepancies in the manifestation of emotional and academic anxiety between urban and rural students,and prompt guidance should be furnished.
