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Title Bullying, Victimization and Bystander’s Behavior in School Children: Role of Ecological Factors

Author(s) Sanam Nawaz

Abstract Bullying and victimization are observed during the preschool years and become increasingly common in elementary schools. In modern-day Pakistan, violence and hostility have emerged as some of the most significant and serious social issues. This study provides a comprehensive examination of the ecological factors that impact bullying, victimization, and bystander conduct in school-aged children. The research was conducted in two distinct phases. The first phase aimed to translate and validate the study instruments in Urdu. The second phase, which was the main study, focused on estimating the bullying and victimization behaviors and examining the interactive relationships between ecological factors (child, family, parenting and school), bullying, victimization, and the behaviors of bystanders. The main study was conducted on the school children (N = 500, 48.2% girls) enrolled in four public schools of Rawalpindi, Pakistan. The participants were in the fourth grade, and their ages range from 10 to 12 years (M = 11.06, SD = 1.01). An extensive range of assessments, such as the forms of bullying and victimization scale, Bystander intervention scale, Alabama Parenting Questionnaire, Family Relations Scale, Early Adolescence Temperament Questionnaire, Strength & Difficulty Questionnaire, Teacher Observation of Classroom Assessment and School Attitudes Scale, were applied. The analyses were carried out using SPSS 21, AMOS 21 and MACRO PROCESS. Our results demonstrated the significant association between bullying behavior and externalizing issues such as disruptive behavior, hyperactivity, and peer problems. Additionally, victimization is associated with internalizing problems like emotional challenges. The study emphasizes the preventive function of bystander involvement by demonstrating the adverse relationship between positive bystander behavior and both externalizing and internalizing disorders. There is a clear gender disparity, as males indicate greater participation in both bullying and being victimized. Regarding role of ecological factors, bullying behavior is inversely related to effortful control and attachment, but positively related to surgency and negative affect when considering child temperament. Parenting styles have a substantial impact on these behaviors. Positive parenting behaviors are associated with a decrease in bullying, however Inconsistent Discipline is linked to an increase in bullying. In a similar vein, inadequate monitoring and supervision elevates victimization while positive involvement decreases it. The school environment, namely the sense of belongingness among students and teachers, significantly influences the occurrence of bullying and victimization behaviors. By employing Structural Equation Modeling (SEM), the complex ecological factors that contribute to bullying and victimization are highlighted. This encompasses the notable influence of conduct problems, which are affected by inconsistent disciplinary measures, as well as the predictive function of poor child temperament and physical punishment. Deviant views shared within a family are found to be indicators of different behavioral issues. The study's distinctive feature is its investigation of the moderating effects of bystander behavior. The findings suggest that the influence of bullying on child behavioral issues is contingent upon gender and is regulated by bystander's notice behavior. The interpretation of bystanders has a crucial role in predicting a reduction in child behavioral problems, highlighting the importance of bystanders' perspectives in occurrences of bullying. In conclusion, this study offers a thorough comprehension of how individual, familial, and school elements are intertwined and influence the dynamics of bullying and victimization. The study highlights the importance of comprehensive intervention strategies that address these multifaceted ecological factors, highlighting the critical roles of positive parenting, supportive school environments, and proactive bystander behavior in reducing bullying and promoting a safer educational environment for children

Type Thesis/Dissertation PhD

Faculty Social Sciences

Department Psychology

Language English

Publication Date 2025-09-19

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