Temporary Disruption
We have implemented additional assurance measures to protect our systems.
As a result, we have suspended some of our systems and services. We apologise for any temporary disruption some customers may experience.
Book contents
- School Bullying in Different Cultures
- School Bullying in Different Cultures
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Preface
- Foreword
- Foreword
- Part I Social awareness and research on bullying and cyberbullying
- Part II Direct cross-national data comparisons
- 8 Comparisons between English bullying and Japanese ijime
- 9 Children’s experience of and attitudes towards bullying and victimization
- 10 Peer support in England, Japan and South Korea
- Part III Issues in cross-national comparisons
- Part IV Practical measures to reduce bullying problems
- Part V Conclusions
- Index
- References
9 - Children’s experience of and attitudes towards bullying and victimization
A cross-cultural comparison between China and England
from Part II - Direct cross-national data comparisons
Published online by Cambridge University Press: 05 April 2016
Book contents
- School Bullying in Different Cultures
- School Bullying in Different Cultures
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Preface
- Foreword
- Foreword
- Part I Social awareness and research on bullying and cyberbullying
- Part II Direct cross-national data comparisons
- 8 Comparisons between English bullying and Japanese ijime
- 9 Children’s experience of and attitudes towards bullying and victimization
- 10 Peer support in England, Japan and South Korea
- Part III Issues in cross-national comparisons
- Part IV Practical measures to reduce bullying problems
- Part V Conclusions
- Index
- References
Summary
China and England possess different cultural values, with China characterized by collectivism and strong social norms, and England by individualism. These cultural features could have important implications on children’s experience of school bullying in each country. The current study explored these issues with samples of Chinese and English primary and secondary school children, using the same methodology in each country to assess the prevalence of general bullying/victimization and different types of victimization, and children’s attitudes towards it. The findings revealed both similarities and differences. Regarding similarities, in both cultures, primary school children and boys were more likely to take part in school bullying than secondary school children; verbal victimization was the most prevalent form; and primary school children and girls held more positive attitudes towards bullying/victimization than secondary school children. Regarding differences, these were found in the prevalence of general bullying/victimization and its various forms; in gender differences in relational bullying; and in children’s attitudes. The differences between China and England could be attributed to their different positions in the cultural dimensions of collectivism vs. individualism and tightness vs. looseness. The design of effective intervention programs should take these commonalities and cultural variations into consideration.
Information
- Type
- Chapter
- Information
- School Bullying in Different CulturesEastern and Western Perspectives, pp. 170 - 188Publisher: Cambridge University PressPrint publication year: 2016
References
Archer, J. and Parker, S. (1994). Social representations of aggression in children. Aggressive Behavior, 20, 101–114.3.0.CO;2-Z>CrossRefGoogle Scholar
Arora, C. M. J. (1996). Defining bullying: Towards a clearer general understanding and more effective intervention strategies. School Psychology International, 17, 317–329.CrossRefGoogle Scholar
Bellmore, A. D., Witkow, M. R., Graham, S., and Juvonen, J. (2005). From beliefs to behavior: The mediating role of hostile response selection in predicting aggression. Aggressive Behavior, 31, 453–472.CrossRefGoogle Scholar
Bergeron, N. and Schneider, B. H. (2005). Explaining cross-national differences in peer-directed aggression: A quantitative synthesis. Aggressive Behavior, 31, 116–137.CrossRefGoogle Scholar
Bergmuller, S. (2013). The relationship between cultural individualism-collectivism and student aggression across 62 countries. Aggressive Behavior, 39, 182–200.CrossRefGoogle ScholarPubMed
Björkqvist, K., Lagerspetz, K., and Kaukiainen, A. (1992). Do girls manipulate and boys fight? Developmental trends in regard to direct and indirect aggression. Aggressive Behavior, 18, 117–127.3.0.CO;2-3>CrossRefGoogle Scholar
Chen, X. (2010). Socioemotional development in Chinese children. In Bond, M. H. (Ed.), Handbook of Chinese psychology (pp. 37–52). Oxford, UK: Oxford University Press.Google Scholar
Chen, S. P. and Yue, G. A. (2002). A survey of bullying in primary and junior middle schools (in Chinese). Psychological Science, 25, 355–356.Google Scholar
Chen, W. and Sang, B. (2002). An overview of research on self-control in children. Advances in Psychological Science, 10, 65–70.Google Scholar
Chinese Culture Connection. (1987). Chinese values and the search for culture-free dimensions of culture. Journal of Cross-Cultural Psychology, 18, 143–164.CrossRefGoogle Scholar
Craig, W., Harel-Fisch, Y., Fogel-Grinvald, H., et al. (2009). A cross-national profile of bullying and victimization among adolescents in 40 countries. International Journal of Public Health, 54, 216–224.CrossRefGoogle ScholarPubMed
Due, P. and Holstein, B. E. (2008). Bullying victimization among 13 to 15 year old school children: Results from two comparative studies in 66 countries and regions. International Journal of Adolescent Medical Health, 20, 209–221.CrossRefGoogle ScholarPubMed
Due, P., Merlo, J., Harel-Fisch, Y., et al. (2009). Socioeconomic inequality in exposure to bullying during adolescence: A comparative, cross-sectional, multilevel study in 35 countries. American Journal of Public Health, 99, 907–914.CrossRefGoogle ScholarPubMed
Eslea, M., Menesini, E., Morita, Y., O’Moore, M., Mora-Merchan, J. A., Pereira, B., Smith, P. K. and Zhang, W. (2004). Friendship and loneliness among bullies and victims: Data from seven countries. Aggressive Behavior, 30, 71–83.CrossRefGoogle Scholar
Felix, E. D. and Green, J. G. (2010). Popular girls and brawny boys: The role of gender in bullying and victimization experiences. In Jimerson, S. R., Swearer, S. M. and Espelage, D. L. (Eds.), Handbook of bullying in schools: An international perspective (pp. 173–186). London: Routledge.Google Scholar
Fujihara, T., Kohyama, T., Andreu, J. M., and Ramirez, J. M. (1999). Justification of interpersonal aggression in Japanese, American, and Spanish students. Aggressive Behavior, 25, 185–195.3.0.CO;2-K>CrossRefGoogle Scholar
Gelfand, M. J., Raver, J. L., Nishii, L., Leslie, L. M., Lun, J., Lim, B. C., et al. (2011). Differences between tight and loose cultures: A 33-nation study. Science, 332, 1100–1104.CrossRefGoogle ScholarPubMed
Genta, M. L., Menesini, E., Fonz, A., Costablile, A., and Smith, P. K. (1996). Bullies and victims in schools in central and southern Italy. European Journal of Psychology of Education, 11, 97–110.CrossRefGoogle Scholar
Gu, C. H. and Zhang, W. X. (2003). A survey on the relations of the bullying problem among primary school children to their personality (in Chinese). Acta Psychologica Sinica, 35, 101–105.Google Scholar
Hofstede, G. (2001). Culture’s consequences: Comparing values, behaviors, institutions and organizations across nations. Thousand Oaks, CA: Sage.Google Scholar
Hofstede, G. H, Hofstede, G. J., and Minkov, M. (2010). Cultures and organizations: Sofware of the mind (3rd edn.). New York, NY: McGraw-Hill.Google Scholar
Jolliffe, D. and Farrington, D. P. (2006). Examining the relationship between low empathy and bullying. Aggressive Behavior, 32, 540–550.CrossRefGoogle Scholar
Kanetsuna, T. and Smith, P. K. (2002). Pupil insights into bullying, and coping with bullying: A bi-national study in Japan and England. Journal of School Violence, 1, 5–29.CrossRefGoogle Scholar
Kanetsuna, T., Smith, P. K., and Morita, Y. (2006). Coping with bullying at school: Children’s recommended strategies and attitudes to school-based interventions in England and Japan. Aggressive Behavior, 32, 570–580.CrossRefGoogle Scholar
Karatzias, A., Power, K. G., and Swanson, V. (2002). Bullying and victimization in Scottish secondary schools: Same or separate entities? Aggressive Behavior, 28, 45–61.CrossRefGoogle Scholar
Koo, H., Kwak, K., and Smith, P. K. (2008). Victimization in Korean schools: The nature, incidence, and distinctive features of Korean bullying or wang-ta. Journal of School Violence, 7, 119–139.CrossRefGoogle Scholar
Lei, L. and Chang, L. (2002). Adolescent victims in school bullying: Some predictors (in Chinese). Exploration of Psychology, 22, 38–43.Google Scholar
Lei, L., Wang, Y., Guo, B. L., and Chang, L. (2004). The influence of classroom norms on the relations between social behaviors and peer victimization (in Chinese). Acta Psychologica Sinica, 36, 563–567.Google Scholar
Li, C.-S. R., Huang, C., Constable, R. T., and Sinha., R. (2006). Gender differences in the neural correlates of response inhibition during a stroop sinal task. NeuroImage, 32, 1918–1929.CrossRefGoogle Scholar
Li, Y., Wang, M., Wang, C., and Shi, J. (2010). Individualism, collectivism, and Chinese adolescents’ aggression: Intracultural variations. Aggressive Behavior, 36, 187–194.CrossRefGoogle ScholarPubMed
Mellor, A., (1999). Scotland. In Smith, P. K., Morita, Y., Junger-Tas, J., Olweus, D., Catalano, R. and Slee, P. (Eds.), The nature of school bullying: A cross-national perspective (pp. 97-111). London: Routledge.Google Scholar
Menesini, E., Eslea, M., Smith, P. K., Genta, M. L., Giannetti, E., Fonzi, A., and Costabile, A. (1997). Cross-national comparison of children’s attitudes towards bully/victim problems in school. Aggressive Behavior, 23, 245–257.3.0.CO;2-J>CrossRefGoogle Scholar
Molcho, M., Craig, W., Due, P., Pickett, W., Harel-Fisch, Y., Overspeck, M., and the HBSC Bullying Writing Group. (2009). Cross-national time trends in bullying behavior 1994–2006: Findings from Europe and North America. International Journal of Public Health, 54, S225–S234.CrossRefGoogle ScholarPubMed
Morita, Y. (2001). Ijime no kokusai hikaku kenkyu (Cross-national comparative study of bullying). Japan: Kaneko Shobo.Google Scholar
Olweus, D. (1993). Bullying at school: What we know and what we can do. Oxford: Blackwell.Google Scholar
Oyserman, D., Coon, H. M., and Kemmelmeier, M. (2002). Rethinking individualism and collectivism: Evaluation of theoretical assumptions and meta-analyses. Psychological Bulletin, 128, 3–72.CrossRefGoogle ScholarPubMed
Qu, W. (2005). Investigation and remedy of young children’s bullying behavior (in Chinese). Studies in Preschool Education, 29, 1–3.Google Scholar
Rivers, I. and Smith, P. K. (1994). Types of bullying behavior and their correlates. Aggressive Behavior, 20, 359–368.3.0.CO;2-J>CrossRefGoogle Scholar
Rothbart, M. K. and Bates, J. E. (2006). Temperament. In Damon, W., Lerner, R., and Eisenberg, N. (Eds.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th edn., pp. 99–166). New York: Wiley.Google Scholar
Rubin, K. H., Bukowski, W. M., and Parker, J. G. (2006). Peer interactions, relationships, and groups. In Damon, W., Lerner, R. M., (Series Ed.), Eisenberg, N., (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th edn., pp. 573–646). New York: Wiley.Google Scholar
Ruble, D. N., Martin, C. L., and Berenbaum, S. A. (2006). Gender development. In Damon, W., Lerner, R. M., (Series Ed.), Eisenberg, N., (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th edn., pp. 858–932). New York: Wiley.Google Scholar
Saarni, C., Campos, J. J., Camras, L. A., and Witherington, D. (2006). Emotional development: Action, communication, and understanding. In Damon, W., Lerner, R., and Eisenberg, N. (Eds.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th edn., pp. 227–299). New York: Wiley.Google Scholar
Selman, R. L., Beardslee, W., Schultz, L. H., Krupa, M., and Podorefsky, D. (1986). Assessing adolescent interpersonal negotiation strategies: Toward the integration of structural and functional models. Developmental Psychology, 22, 450–459.CrossRefGoogle Scholar
Smith, P. K. and Sharp, S. (1994). School bullying: Insights and perspectives. London: Routledge.Google Scholar
Smith, P. K., Talamelli, L., Cowie, H., Naylor, P., and Chauhan, P. (2004). Profiles of non-victims, escaped victims, continuing victims and new victims of school bullying. British Journal of Educational Psychology, 74, 565–581.CrossRefGoogle ScholarPubMed
Smith, P. K. (1999). England and Wales. In Smith, P. K., Morita, Y., Junger-Tas, J., Olweus, D., Catalano, R., and Slee, P. (Eds.), The nature of school bullying: A cross-national perspective (pp. 68–90). London: Routledge.Google Scholar
Solberg, M. E., and Olweus, D. (2003). Prevalence estimation of school bullying with the Olweus bully/victim questionnaire. Aggressive Behavior, 29, 239–268.CrossRefGoogle Scholar
Tapper, K. and Boulton, M. (2000). Social representations of physical, verbal, and indirect aggression in children: Sex and age differences. Aggressive Behavior, 26, 442–454.3.0.CO;2-C>CrossRefGoogle Scholar
Thompson, R. (2006). The development of the person: Social understanding, relationships, conscience, self. In Damon, W., Lerner, R., and Eisenberg, N. (Eds.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th edn., pp. 26–98). Hoboken, NJ: Wiley.Google Scholar
Wang, H., Zhou, X., Lu, C., Wu, J., Deng, X., Hong, L., Gao, X., and He, Y. (2012). Adolescent bullying involvement and psychosocial aspects of family and school life: A cross-sectional study from Guangdong province in China. PLoS One, 7: e38619.CrossRefGoogle ScholarPubMed
Whitney, I. and Smith, P. K. (1993). A survey of the nature and extent of bullying in junior/middle and secondary schools. Educational Research, 35, 3–25.CrossRefGoogle Scholar
Yokoyu, S. (2003). Bullying and developmental psychology clinics: focusing around how to work on trauma and recovery from bullying. In Tsuchiya, M., Soeda, K., and Oride, K. (Eds.), Nakuso gakko no ijime – Nippon to sekai [Eliminating bullying in schools – Japan and the world]. Kyoto: Minerva Press.Google Scholar
Zhang, W. X. (2002). Prevalence and major characteristics of bullying/victimization among primary and junior middle school children (in Chinese). Acta Psychologica Sinica, 34, 387–394.Google Scholar
Zhang, W. X., Wang, L. P., Gong, X. L., Wu, J. F., and Zhang, K. (2002). Children’s attitude toward bullying in school (in Chinese). Psychological Science, 25, 226–227.Google Scholar
Zhang, W. X., Wang, Y. W., Ju, Y. C., and Lin, C. D. (2001). Types of bullying behavior and its correlates (in Chinese). Psychological Development and Education, 17, 12–17.Google Scholar
Zhang, W. X., Wu, J. F., and Cheng, X. (1999). The review of child bullying research in foreign countries (in Chinese). Journal of Developments in Psychology, 7, 37–42.Google Scholar
Zhang, W. X., Wu, J. F., and Jones, K. (1999). The modification of a Chinese version of the Olweus Bully/Victim Questionnaire (in Chinese). Psychological Development and Education, 15, 7–11.Google Scholar
Accessibility standard: Unknown
Why this information is here
This section outlines the accessibility features of this content - including support for screen readers, full keyboard navigation and high-contrast display options. This may not be relevant for you.Accessibility Information
Accessibility compliance for the HTML of this chapter is currently unknown
and may be updated in the future.
- 22
- Cited by