Can Social and Emotional Skills Effectively Reduce Students’ Bullying: Empirical Analyses Based on OECD Social and Emotional Skills Study

doi:10.16382/j.cnki.1000-5560.2023.04.004

Abstract

Abstract:

Grounded on the social ecology theory and the OECD social and emotional skills framework, this study described the current situation of bullying among students aged 10 and 15, and explored the individual factors and environmental factors affecting bullying based on the OECD survey data in Suzhou. On the one hand, the results confirmed the relationship between demographic factors, environmental factors and bullying victimization, and found that although the prevalence of cyberbullying victimization was low, it was highly correlated with school bullying victimization. On the other hand, it explores the relative importance of social and emotional skills on bullying victimization through relative importance analysis, in which self-control and stress resistance were key factors in predicting students from school bullying and cyberbullying, and trusting skill was a protective factor from cyberbullying. The study reveals the close relationship between social and emotional skills and bullying victimization, and enlightens to carry out all-round and targeted prevention and intervention of bullying victimization from the perspective of social and emotional skills.

Key words: social and emotional skills, school bullying, cyberbullying, relative importance analysis

Jing Zhang, Zeliang Jin, Zhongjing Huang. Can Social and Emotional Skills Effectively Reduce Students’ Bullying: Empirical Analyses Based on OECD Social and Emotional Skills Study[J]. Journal of East China Normal University(Educational Sciences), 2023, 41(4): 46-55.

Figures/Tables 5

	1	2	3	4	5	6	7	8	9	10	11	12	13	14	15	16	17	18	19
1.受校园欺凌	1	.49**	?.17**	?.18**	?.16**	?.20**	?.20**	?.19**	?.16**	?.21**	?.22**	?.12**	?.14**	?.09**	?.16**	?.05**	?.15**	?.28**	.23**
2.受网络欺凌		1	?.11**	?.14**	?.12**	?.15**	?.17**	?.15**	?.08**	?.14**	?.17**	?.05**	?.10**	?.05**	?.08**	0.01	?.08**	?.19**	.22**
3.责任感	?.18**		1	.72**	.55**	.32**	.46**	.47**	.59**	.63**	.42**	.43**	.55**	.47**	.41**	.34**	.45**	.41**	?.25**
4.毅力	?.21**		.72**	1	.60**	.43**	.51**	.55**	.57**	.61**	.48**	.44**	.65**	.53**	.41**	.35**	.52**	.45**	?.30**
5.自控力	?.19**		.61**	.66**	1	.24**	.33**	.51**	.47**	.44**	.28**	.35**	.46**	.39**	.27**	.22**	.31**	.30**	?.21**
6.抗压力	?.23**		.45**	.50**	.40**	1	.60**	.57**	.34**	.37**	.42**	.25**	.37**	.39**	.41**	.25**	.56**	.44**	?.26**
7.乐观	?.23**		.52**	.56**	.47**	.57**	1	.62**	.51**	.58**	.59**	.43**	.54**	.47**	.58**	.26**	.65**	.58**	?.33**
8.情绪控制	?.23**		.55**	.59**	.58**	.56**	.60**	1	.48**	.52**	.47**	.34**	.48**	.41**	.41**	.17**	.48**	.45**	?.31**
9.共情	?.18**		.65**	.67**	.60**	.44**	.60**	.59**	1	.75**	.53**	.50**	.52**	.52**	.64**	.37**	.52**	.52**	?.20**
10.合作	?.23**		.67**	.69**	.58**	.50**	.62**	.61**	.76**	1	.64**	.51**	.58**	.49**	.65**	.32**	.55**	.60**	?.27**
11.信任	?.23**		.42**	.42**	.32**	.34**	.54**	.42**	.51**	.55**	1	.36**	.45**	.34**	.51**	.16**	.48**	.54**	?.28**
12.包容度	?.16**		.48**	.53**	.49**	.39**	.52**	.46**	.57**	.58**	.42**	1	.58**	.51**	.45**	.32**	.41**	.39**	?.19**
13.好奇心	?.19**		.63**	.69**	.60**	.45**	.57**	.56**	.63**	.67**	.45**	.64**	1	.62**	.42**	.33**	.52**	.46**	?.28**
14.创造性	?.12**		.57**	.59**	.54**	.49**	.58**	.53**	.60**	.60**	.37**	.60**	.62**	1	.46**	.40**	.54**	.40**	?.16**
15.乐群	?.20**		.48**	.47**	.39**	.43**	.60**	.46**	.61**	.63**	.49**	.54**	.51**	.54**	1	.38**	.61**	.64**	?.17**
16.果敢	?.09**		.37**	.39**	.37**	.30**	.34**	.28**	.36**	.35**	.19**	.39**	.41**	.43**	.36**	1	.41**	.29**	?.09**
17.活力	?.20**		.52**	.55**	.43**	.55**	.63**	.52**	.55**	.58**	.41**	.50**	.54**	.59**	.55**	.40**	1	.54**	?.25**
18.学校归属感	?.38**		.50**	.51**	.43**	.44**	.56**	.47**	.54**	.58**	.46**	.47**	.53**	.48**	.59**	.37**	.52**	1	?.29**
19.亲子问题	.30**		?.25**	?.28**	?.26**	?.26**	?.31**	?.29**	?.24**	?.29**	?.24**	?.20**	?.31**	?.21**	?.23**	?.11**	?.26**	?.35**	1

References 0

	张静, 唐一鹏, 郭家俊 & 邵志芳. (2021). 中国青少年社会与情感能力测评之技术报告. 华东师范大学学报(教育科学版), (09), 109- 126.
	Cook, C. R., Williams, K. R., Guerra, N. G., Kim, T. E., & Sadek, S. (2010). Predictors of bullying and victimization in childhood and adolescence: a meta-analytic investigation. School Psychology Quarterly, 25 (2), 65- 83. doi: 10.1037/a0020149
	Cooley, J. L., & Fite, P. J. (2016). Peer victimization and forms of aggression during middle childhood: The role of emotion regulation. Journal of Abnormal Child Psychology, 44 (3), 535- 546. doi: 10.1007/s10802-015-0051-6
	Espelage, D. L., & Swearer, S. M. (2004). Bullying in American schools: A social-ecological perspective on prevention and intervention. Lawrence Erlbaum Associates.
	Georgiou, S. N., Charalambous, K., & Stavrinides, P. (2020). Mindfulness, impulsivity, and moral disengagement as parameters of bullying and victimization at school. Aggressive Behavior, 46 (1), 107- 115. doi: 10.1002/ab.21876
	Goldweber, A., Waasdorp, T. E., & Bradshaw, C. P. (2013). Examining the link between forms of bullying behaviors and perceptions of safety and belonging among secondary school students. Journal of School Psychology, 51, 469- 485. doi: 10.1016/j.jsp.2013.04.004
	J Martínez, AJ Rodríguez-Hidalgo, & Zych, I. (2020). Bullying and cyberbullying in adolescents from disadvantaged areas: validation of questionnaires; prevalence rates; and relationship to self-esteem, empathy and social skills. International Journal of Environmental Research and Public Health, 17, 6199. doi: 10.3390/ijerph17176199
	Lereya, S. T., Samara, M., & Wolke, D. (2013). Parenting behavior and the risk of becoming a victim and a bully/victim: A meta-analysis study. Child Abuse & Neglect, 37, 1091- 1108.
	LeBreton, J. M., & Tonidandel, S. (2008). Multivariate relative importance: extending relative weight analysis to multivariate criterion spaces. Journal of Applied Psychology, 93 (2), 329.
	Li, L., Chen, X., & Li, H. (2020). Bullying victimization, school belonging, academic engagement and achievement in adolescents in rural China: A serial mediation model. Children and Youth Services Review, 113, 104946. doi: 10.1016/j.childyouth.2020.104946
	Modecki, K. L., Minchin, J., Harbaugh, A. G., Guerra, N. G., & Runions, K. C. (2014). Bullying prevalence across contexts: A meta-analysis measuring cyber and traditional bullying. Journal of Adolescent Health, 55 (5), 602- 611.
	OECD (2021), Beyond Academic Learning: First Results from the Survey of Social and Emotional Skills, OECD Publishing, Paris.
	Östberg, V., Låftman, S. B., Modin, B., & Lindfors, P. (2018). Bullying as a stressor in mid-adolescent girls and boys–associations with perceived stress, recurrent pain, and salivary cortisol. International Journal of Environmental Research and Public Health, 15, 364. doi: 10.3390/ijerph15020364
	Smith, P. K., Madsen, K. C., & Moody, J. C. (1999). What causes the age decline in reports of being bullied at school? towards a developmental analysis of risks of being bullied. Educational Research, 41 (3), 267- 285. doi: 10.1080/0013188990410303
	Solís, M., & Pasquier, C. (2021). Using relative weight analysis with residualization to detect relevant nonlinear interaction effects in ordinary and logistic regressions. arXiv preprint arXiv: 2106.14095.
	Tippett, N., & Wolke, D. (2014). Socioeconomic status and bullying: a meta-analysis. American Journal of Public Health, 104, e48- e59.
	Tilindiene, I., Sukys, S., Zuoza, A., & Alekrinskis, A. (2021). Examining the Relations among Extraversion, Neuroticism, and School Bullying among Lithuanian Adolescents. European Journal of Contemporary Education, 10 (2), 476- 484.
	Tokunaga, R. S. (2010). Following you home from school: a critical review and synthesis of research on cyberbullying victimization. Computers in Human Behavior, 26, 277- 287. doi: 10.1016/j.chb.2009.11.014
	Tonidandel, S., & LeBreton, J. M. (2011). Relative importance analysis: A useful supplement to regression analysis. Journal of Business and Psychology, 26 (1), 1- 9. doi: 10.1007/s10869-010-9204-3
	Tonidandel, S., & LeBreton, J. M. (2015). RWA web: A free, comprehensive, web-based, and user-friendly tool for relative weight analyses. Journal of Business and Psychology, 30, 207- 216.
	Venables, W. N., & Ripley, B. D. (2002). Random and mixed effects. In Modern applied statistics with S (pp. 271-300). Springer, New York, NY.
	Yang, C., Chan, M. K., & Ma, T. L. (2020). School-wide social emotional learning (SEL) and bullying victimization: Moderating role of school climate in elementary, middle, and high schools. Journal of School Psychology, 82, 49- 69. doi: 10.1016/j.jsp.2020.08.002
	Zhang, H., Zhou, H., & Tao, T. (2019). Bullying behaviors and psychosocial adjustment among school-aged children in China. Journal of Interpersonal Violence, 34, 2363- 2375. doi: 10.1177/0886260518780777
	Zych, I., Ttof, M. M., & Farrington, D. P. (2019). Empathy and callous-unemotional traits in different bullying roles: A systematic review and meta-analysis. Trauma, Violence, and Abuse, 20, 3–21.

		从未（95%CI）	一年几次（95%CI）	一月几次（95%CI）	一周一次及以上（95%CI）
10岁组（N = 3647）	女（N=1660）	50.1（47.7—52.5）	30.6（28.4—32.8）	8.6（7.2—9.9）	10.8（9.3—12.3）
10岁组（N = 3647）	男（N=1987）	42.0（39.8—44.1）	31.7（29.6—33.7）	12.0（10.5—13.4）	14.4（12.8—15.9）
15岁组（N = 3621）	女（N=1762）	61.0（58.7—63.3）	29.6（27.4—31.7）	6.5（5.3—7.6）	3.0（2.2—3.7）
15岁组（N = 3621）	男（N=1859）	45.6（43.3—47.8）	37.5（35.3—39.8）	9.9（8.5—11.3）	7.0（5.8—8.2）
合计	（N=7268）	49.4（48.2—50.5）	32.4（31.3—33.5）	9.3（8.7—10.0）	8.9（8.2—9.6）

		从未（95%CI）	一年几次（95%CI）	一月几次（95%CI）	一周一次及以上（95%CI）	我不使用社交媒体（95%CI）
性别	女（N=1762）	83.1（81.3—84.8）	14.6（13.0—16.3）	1.1（0.6—1.6）	0.9（0.4—1.3）	0.3（0.0—0.5）
	男（N=1859）	77.7（75.8—79.6）	17.6（15.9—19.3）	2.5（1.8—3.2）	1.1（0.6—1.6）	1.1（0.6—1.6）
合计	（N=3621）	80.3（79.0—81.6）	16.2（15.0—17.4）	1.8（1.4—2.3）	1.0（0.7—1.3）	0.7（0.4—1.0）

		从未（95%CI）	仅受校园欺凌（95%CI）	仅受网络欺凌（95%CI）	二者兼有（95%CI）
性别	女（N=1762）	90.0（88.5—91.4）	8.1（6.8—9.3）	0.6（0.3—1.0）	1.4（0.8—1.9）
性别	男（N=1859）	82.0（80.2—83.7）	14.4（12.8—16.0）	1.1（0.6—1.6）	2.5（1.8—3.2）
合计	（N=3621）	85.9（84.7—87.0）	11.3（10.3—12.4）	0.9（0.6—1.2）	1.9（1.5—2.4）

预测变量	10岁组受校园欺凌		15岁组受校园欺凌		15岁组受网络欺凌
预测变量	OR	RW	OR	RW	OR	RW
性别（1 = 女性）	0.671	4.10	0.396	15.74	0.449	9.87
SES	0.908	1.95	0.998	0.34	1.140	0.50
学校归属感	0.944	40.11	0.941	35.89	0.951	20.95
亲子问题	1.022	17.25	1.027	15.30	1.032	19.47
责任感	—	—	—	—	—	—
毅力	—	—	0.998	7.26	—	—
自控力	0.999	5.01	0.997	6.87	0.996	9.99
抗压力	0.998	10.27	0.997	14.80	0.998	8.32
乐观	—	—	—	—	—	—
情绪控制	0.999	6.88	—	—	—	—
共情	1.002	2.82	—	—	—	—
合作	—	—	—	—	—	—
信任	0.999	5.57	—	—	0.995	21.14
包容度	—	—	—	—	1.003	1.43
好奇心	—	—	1.002	2.99	—	—
创造性	1.002	2.21	—	—	0.998	4.76
乐群	1.002	3.84	—	—	1.005	3.56
果敢	—	—	1.002	0.82	—	—
活力	—	—	—	—	—	—
社会与情感能力解释的R²占比	36.59	32.74	49.21
R²		14.64		11.24		6.18

[1]	Zhenguo Yuan, Zhongjing Huang, Hong Wang, Xiangyu Wang, Jing Zhang. First Report on the Development of Chinese Adolescents’ Social and Emotional Skills: Based on the Second Round of SSES Data [J]. Journal of East China Normal University(Educational Sciences), 2024, 42(5): 1-32.
[2]	Zhongjing Huang, Yipeng Tang, Juan Wang. Student Social and Emotional Competence: International Comparison and Chinese Performance [J]. Journal of East China Normal University(Educational Sciences), 2024, 42(5): 33-57.
[3]	Zhifang Shao, Yipeng Tang, Jing Zhang. The Technical Report on the 2^nd Round OECD Survey of Social and Emotional Skills of Chinese Adolescence [J]. Journal of East China Normal University(Educational Sciences), 2024, 42(5): 58-71.
[4]	Jing Zhang, Jie Zheng, Haili Cui, Lijun Zhang. How School Education Contributes to the Social and Emotional Development of Students: A Study Based on Cluster Analysis [J]. Journal of East China Normal University(Educational Sciences), 2024, 42(5): 72-82.
[5]	Zhi Liu, Jia Li, Chenxi Liang. The Impact of Family Socioeconomic Status on Students’ Social and Emotional Skills: The Serial Mediation Role of Growth Mindset and Test and Class Anxiety [J]. Journal of East China Normal University(Educational Sciences), 2024, 42(5): 83-98.
[6]	Hanwei Tang, Hong Zhang, Xingyuan Gao. How Social and Emotional Skills Influence Students’ Public Engagement: Based on the Second Round of SSES [J]. Journal of East China Normal University(Educational Sciences), 2024, 42(5): 99-111.
[7]	Yipeng Tang, Zhongjing Huang. Empirical Research on the Cultivation Performance of Social and Emotional Skills: An International Comparative Analysis Based on SSES 2021 [J]. Journal of East China Normal University(Educational Sciences), 2023, 41(4): 33-45.
[8]	Zhongjing Huang, Kaiyue Shang, Jing Zhang. Does Growth Mindset Affect Students’ Social and Emotional Skills Development: Empirical Analyses Based on OECD Social and Emotional Skills Study [J]. Journal of East China Normal University(Educational Sciences), 2023, 41(4): 22-32.
[9]	Lei Zheng, Yu Sun. Where there is a Will, there is a Way: Heterogeneous Effects of Students’ Willpower on Cognitive Abilities [J]. Journal of East China Normal University(Educational Sciences), 2022, 40(8): 83-95.
[10]	Zhongjing Huang, Qian Wang, Huanchun Chen, Xingyuan Gao. Engaging with Others: The Report on the Study on Social and Emotional Skills of Chinese Adolescents (V) [J]. Journal of East China Normal University(Educational Sciences), 2021, 39(9): 93-108.
[11]	Zhifang Shao, Zhi Liu, Shuyu Yang, Zhongjing Huang. Open-mindedness: Report on the Study on Social and Emotional Skills of Chinese Adolescence (IV) [J]. Journal of East China Normal University(Educational Sciences), 2021, 39(9): 77-92.
[12]	Yipeng Tang, Jie Zheng, Xiaoxue Sun, Zhongjing Huang. Collaboration: Report on the Study on Social and Emotional Skills of Chinese Adolescence (III) [J]. Journal of East China Normal University(Educational Sciences), 2021, 39(9): 62-76.
[13]	Zhi Liu, Ruirui Zhu, Haili Cui, Zhongjing Huang. Emotional Regulation: Report on the Study on Social and Emotional Skills of Chinese Adolescence (II) [J]. Journal of East China Normal University(Educational Sciences), 2021, 39(9): 47-61.
[14]	Xingyuan Gao, Hongyan Chen, Jie Wu, Zhongjing Huang. Task Performance: Report on the Study on Social and Emotional Skills of Chinese Adolescence (I) [J]. Journal of East China Normal University(Educational Sciences), 2021, 39(9): 33-46.
[15]	Jing Zhang, Yipeng Tang, Jiajun Guo, Zhifang Shao. The Technical Report on OECD Study on Social and Emotional Skills of Chinese Adolescence [J]. Journal of East China Normal University(Educational Sciences), 2021, 39(9): 109-126.