Abstract
The objective of this study is to examine whether school bullying predicts increased internalizing and externalizing behavior through decreased school belonging and achievement in elementary school young people. The sample of this study comprised 389 elementary school students (52.1% girls) from an elementary school in an urban city, Turkey. Young people ranged between 10 and 15 years (M = 12.17, SD = 1.02). Results from the study showed that school bullying had a significant and negative predictive effect on youth internalizing and externalizing behaviors, as well as school achievement. Mediation analyses also revealed that school belonging also mitigated the adverse impact of bullying on youth mental health and achievement. However, school achievement only mitigated the effect of school bullying on externalizing behaviors. Visual modeling further showed that young people with higher levels of sense of belonging at school reported greater school achievement, lower levels of school bullying, and less internalizing and externalizing behaviors compared to those with low and moderate. Specifically, having a low level of school belonging was found as a risk factor for the development of internalizing and externalizing symptoms and experiencing challenges in school achievement. The findings indicate that school belonging is an essential source in promoting school achievement and reducing internalizing and externalizing symptoms in the face of school bullying experiences.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Achenbach, T. M., Ivanova, M. Y., Rescorla, L. A., Turner, L. V., & Althoff, R. R. (2016). Internalizing/externalizing problems: Review and recommendations for clinical and research applications. Journal of the American Academy of Child & Adolescent Psychiatry, 55(8), 647–656. https://doi.org/10.1016/j.jaac.2016.05.012.
Alikasifoglu, M., Erginoz, E., Ercan, O., Uysal, O., & Albayrak-Kaymak, D. (2007). Bullying behaviours and psychosocial health: Results from a cross-sectional survey among high school students in Istanbul, Turkey. European Journal of Pediatrics, 166(12), 1253–1260. https://doi.org/10.1007/s00431-006-0411-x.
Allen, K., Kern, M. L., Vella-Brodrick, D., Hattie, J., & Waters, L. (2018). What schools need to know about fostering school belonging: A meta-analysis. Educational Psychology Review, 30(1), 1–34. https://doi.org/10.1007/s10648-016-9389-8.
Allen, K. A., Vella-Brodrick, D., & Waters, L. (2016). Fostering school belonging in secondary schools using a socio-ecological framework. The Educational and Developmental Psychologist, 33(1), 97–121.
American Psychiatric Association (Ed.). (2013). Diagnostic and statistical manual of mental disorders: DSM-5™, 5th ed. American Psychiatric Association. https://doi.org/10.1176/appi.books.9780890425596.
Anderman, L. H. (1999). Classroom goal orientation, school belonging and social goals as predictors of students’ positive and negative affect following the transition to middle school. Journal of Research & Development in Education, 32(2), 89–103.
Ansary, N. S., & Luthar, S. S. (2009). Distress and academic achievement among adolescents of affluence: A study of externalizing and internalizing problem behaviors and school performance. Development and Psychopathology, 21, 319–341. https://doi.org/10.1017/S0954579409000182.
Arseneault, L., Bowes, L., & Shakoor, S. (2010). Bullying victimization in youths and mental health problems: ‘Much ado about nothing’? Psychological Medicine, 40(5), 717–729. https://doi.org/10.1017/S0033291709991383.
Arslan, G. (2019a). School belonging in adolescents: Exploring the associations with school achievement and internalising and externalising problems. Educational and Child Psychology, 36(4), 22–33.
Arslan, G. (2019b). Bullying experiences in children and adolescents: Structural validity and reliability of the Bullying Experience Scale. Figshare. https://doi.org/10.6084/m9.figshare.8188418.v2.
Arslan, G. (2019c). Development and validation of the Youth Externalizing Behavior Screener: A brief and effective measure of behavioral problems. International Journal of School & Educational Psychology, 7(sup1), 64–74. https://doi.org/10.1080/21683603.2018.1466747.
Arslan, G. (2020a). Measuring emotional problems in Turkish adolescents: Development and initial validation of the Youth Internalizing Behavior Screener. International Journal of School & Educational Psychology, 1–10. https://doi.org/10.1080/21683603.2019.1700860.
Arslan, G. (2020b). Loneliness, college belongingness, subjective vitality, and psychological adjustment during coronavirus pandemic: Development of the College Belongingness Questionnaire. Journal of Positive School Psychology. Retrieved from https://journalppw.com/index.php/JPPW/article/view/240.
Arslan, G., & Allen, K.-A. (2020). Complete mental health in elementary school children: Understanding youth school functioning and adjustment. Current Psychology. https://doi.org/10.1007/s12144-020-00628-0.
Arslan, G., & Allen, K. A. (2021). School victimization, school belongingness, psychological well-being, and emotional problems in adolescents. Child Indicators Research. https://doi.org/10.1007/s12187-021-09813-4.
Arslan, G., & Coşkun, M. (2020). Student subjective wellbeing, school functioning, and psychological adjustment in high school adolescents: A latent variable analysis. Journal of Positive School Psychology, 4(2), 153–164. https://doi.org/10.47602/jpsp.v4i2.231.
Arslan, G., & Duru, E. (2017). Initial development and validation of the School Belongingness Scale. Child Indicators Research, 10(4), 1043–1058. https://doi.org/10.1007/s12187-016-9414-y.
Arslan, G., & Renshaw, T. L. (2019). Psychometrics of the Youth Internalizing Problems Screener with Turkish adolescents. International Journal of School and Educational Psychology., 7, 56–63. https://doi.org/10.1080/21683603.2018.1459990.
Arslan, G., & Tanhan, A. (2019). Ergenlerde okul aidiyeti, okul işlevleri ve psikolojik uyum arasındaki ilişkinin incelenmesi. Yaşadıkça Eğitim, 33(2), 318–332. https://doi.org/10.33308/26674874.2019332127.
Arslan, S., Hallett, V., Akkas, E., & Akkas, O. A. (2012). Bullying and victimization among Turkish children and adolescents: Examining prevalence and associated health symptoms. European Journal of Pediatrics, 171(10), 1549–1557. https://doi.org/10.1007/s00431-012-1782-9.
Arslan, G., Allen, K.-A., & Ryan, T. (2020a). Exploring the impacts of school belonging on youth wellbeing and mental health among Turkish adolescents. Child Indicators Research, 13(5), 1619–1635. https://doi.org/10.1007/s12187-020-09721-z.
Arslan, G., Allen, K., & Tanhan, A. (2020b). School bullying, mental health, and wellbeing in adolescents: Mediating impact of positive psychological orientations. Child Indicators Research. https://doi.org/10.1007/s12187-020-09780-2.
Arslan, G., Yıldırım, M., & Zangeneh, M. (2021a). Coronavirus anxiety and psychological adjustment in college students: Exploring the role of college belongingness and social media addiction. International Journal of Mental Health and Addiction, 1–14. https://doi.org/10.1007/s11469-020-00460-4.
Arslan, G., Yıldırım, M., & Majercakova Albertova, S. (2021b). Development and initial validation of the Subjective Academic Wellbeing Measure: A new tool of youth wellbeing in school. Journal of Positive School Psychology. Retrieved from https://journalppw.com/index.php/JPPW/article/view/251.
Asanjarani, F., & Arslan, G. (2020). Measuring the emotional and behavioral problems among Iranian students: A psychometric study. Journal of Education for Students Placed at Risk (JESPAR), 1–14. https://doi.org/10.1080/10824669.2020.1854761.
Bender, D., & Lösel, F. (2011). Bullying at school as a predictor of delinquency, violence and other anti-social behaviour in adulthood. Criminal Behaviour and Mental Health, 21(2), 99–106. https://doi.org/10.1002/cbm.799.
Boden, J. M., van Stockum, S., Horwood, L. J., & Fergusson, D. M. (2016). Bullying victimization in adolescence and psychotic symptomatology in adulthood: Evidence from a 35-year study. Psychological Medicine, 46(6), 1311–1320. https://doi.org/10.1017/S0033291715002962.
Burke, J., & Arslan, G. (2020). Positive education and school psychology during COVID-19 pandemic. Journal of Positive School Psychology, 4(2), 137–139. https://doi.org/10.47602/jpsp.v4i2.243.
Çalık, T., Özbay, Y., Özer, A., Kurt, T., & Kandemir, M. (2009). İlköğretim okulu öğrencilerinin zorbalık statülerinin okul iklimi, prososyal davranışlar, temel ihtiyaçlar ve cinsiyet değişkenlerine göre incelenmesi. Kuram ve Uygulamada Eğitim Yönetimi, 60(60), 555–576 https://dergipark.org.tr/en/pub/kuey/issue/10337/126668.
Chen, X., Yang, F., & Wang, L. (2013). Relations between shyness-sensitivity and internalizing problems in Chinese children: Moderating effects of academic achievement. Journal of Abnormal Child Psychology., 41, 825–836. https://doi.org/10.1007/s10802-012-9708-6.
Colman, I., Murray, J., Abbott, R. A., Maughan, B., Kuh, D., Croudace, T. J., & Jones, P. B. (2009). Outcomes of conduct problems in adolescence: 40 year follow-up of national cohort. BMJ, 338(jan08 2), a2981–a2981. https://doi.org/10.1136/bmj.a2981.
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. https://doi.org/10.1037/a0020149.
Copeland, W. E., Shanahan, L., Costello, E. J., & Angold, A. (2009). Childhood and adolescent psychiatric disorders as predictors of young adult disorders. Archives of General Psychiatry., 66, 764–772. https://doi.org/10.1001/archgenpsychiatry.2009.85.
Copeland, W. E., Wolke, D., Angold, A., & Costello, E. J. (2013). Adult psychiatric outcomes of bullying and being bullied by peers in childhood and adolescence. JAMA Psychiatry, 70(4), 419–426. https://doi.org/10.1001/jamapsychiatry.2013.504.
Cruwys, T., Dingle, G. A., Haslam, C., Haslam, S. A., Jetten, J., & Morton, T. A. (2013). Social group memberships protect against future depression, alleviate depression symptoms and prevent depression relapse. Social Science & Medicine, 98, 179–186. https://doi.org/10.1016/j.socscimed.2013.09.013.
Curran, P. J., West, S. G., & Finch, J. F. (1996). The robustness of test statistics to nonnormality and specification error in confirmatory factor analysis. Psychological Methods, 1(1), 16–29. https://doi.org/10.1037/1082-989X.1.1.16.
Duggins, S. D., Kuperminc, G. P., Henrich, C. C., Smalls-Glover, C., & Perilla, J. L. (2016). Aggression among adolescent victims of school bullying: Protective roles of family and school connectedness. Psychology of Violence, 6(2), 205–212. https://doi.org/10.1037/a0039439.
Erginoz, E., Alikasifoglu, M., Ercan, O., Uysal, O., Alp, Z., Ocak, S., Oktay Tanyildiz, G., Ekici, B., Yucel, I. K., & Albayrak Kaymak, D. (2015). The role of parental, school, and peer factors in adolescent bullying involvement. Asia Pacific Journal of Public Health, 27(2), NP1591–NP1603. https://doi.org/10.1177/1010539512473144.
Fekkes, M. (2006). Do bullied children get ill, or do ill children get bullied? A prospective cohort study on the relationship between bullying and health-related symptoms. Pediatrics, 117(5), 1568–1574. https://doi.org/10.1542/peds.2005-0187.
Fergusson, D. M., Horwood, L. J., & Ridder, E. M. (2005). Show me the child at seven: The consequences of conduct problems in childhood for psychosocial functioning in adulthood. Journal of Child Psychology and Psychiatry and Allied Disciplines., 46, 837–849. https://doi.org/10.1111/j.1469-7610.2004.00387.x.
Fergusson, D. M., & Woodward, L. J. (2002). Mental health, educational, and social role outcomes of adolescents with depression. Archives of General Psychiatry, 59(3), 225–231. https://doi.org/10.1001/archpsyc.59.3.225.
Forms, M., Abad, J., & Kirchner, T. (2011). Internalizing and externalizing problems. In R. J. R. Levesque (Ed.), Encyclopedia of adolescence (pp. 1464–1489). New York: Springer.
Furlong, M., Smith, D. C., Springer, T., & Dowdy, E. (2021). Bored with school! Bored with life? Well-being characteristics associated with a school boredom mindset. Journal of Positive School Psychology. Retrieved from https://journalppw.com/index.php/JPPW/article/view/261.
Gibb, S. J., Horwood, L. J., & Fergusson, D. M. (2011). Bullying victimization/perpetration in childhood and later adjustment: Findings from a 30 year longitudinal study. Journal of Aggression, Conflict and Peace Research, 3(2), 82–88. https://doi.org/10.1108/17596591111132891.
Gillen-O’Neel, C., & Fuligni, A. (2013). A longitudinal study of school belonging and academic motivation across high school. Child Development, 84(2), 678–692. https://doi.org/10.1111/j.1467-8624.2012.01862.x.
Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends’ values to academic motivation among urban adolescent students. The Journal of Experimental Education, 62(1), 60–71. https://doi.org/10.1080/00220973.1993.9943831.
Hayes, A. F. (2018). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. Guilford Press.
Hemphill, S. A., Kotevski, A., Herrenkohl, T. I., Bond, L., Kim, M. J., Toumbourou, J. W., & Catalano, R. F. (2011). Longitudinal consequences of adolescent bullying perpetration and victimisation: A study of students in Victoria, Australia. Criminal Behaviour and Mental Health, 21(2), 107–116. https://doi.org/10.1002/cbm.802.
Herman, K. C., Lambert, S. F., Ialongo, N. S., & Ostrander, R. (2007). Academic pathways between attention problems and depressive symptoms among urban African American children. Journal of Abnormal Child Psychology., 35, 265–274. https://doi.org/10.1007/s10802-006-9083-2.
Holt, M. K., & Espelage, D. L. (2003). A cluster analytic investigation of victimization among high school students. Journal of Applied School Psychology, 19(2), 81–98. https://doi.org/10.1300/J008v19n02_06.
Huang, L. (2020). Exploring the relationship between school bullying and academic performance: The mediating role of students’ sense of belonging at school. Educational Studies. https://doi.org/10.1080/03055698.2020.1749032.
JASP Team (2020). JASP (Version 0.14.1) [Computer software].
Juvonen, J., Graham, S., & Schuster, M. A. (2003). Bullying among young adolescents: The strong, the weak, and the troubled. Pediatrics, 112(6), 1231–1237. https://doi.org/10.1542/peds.112.6.1231.
Kline, R. B. (2005). Principles and practice of structural equation modeling. New York: Guilford.
Klomek, A. B., Sourander, A., & Elonheimo, H. (2015). Bullying by peers in childhood and effects on psychopathology, suicidality, and criminality in adulthood. The Lancet Psychiatry, 2(10), 930–941. https://doi.org/10.1016/S2215-0366(15)00223-0.
Ladd, G. W., Ettekal, I., & Kochenderfer-Ladd, B. (2017). Peer victimization trajectories from kindergarten through high school: Differential pathways for children’s school engagement and achievement? Journal of Educational Psychology, 109(6), 826–841. https://doi.org/10.1037/edu0000177.
Lenzi, M., Furlong, M. J., Dowdy, E., Sharkey, J., Gini, G., & Altoè, G. (2015). The quantity and variety across domains of psychological and social assets associated with school victimization. Psychology of Violence, 5(4), 411–421. https://doi.org/10.1037/a0039696.
Lester, L., Waters, S., & Cross, D. (2013). The relationship between school connectedness and mental health during the transition to secondary school: A path analysis. Journal of Psychologists and Counsellors in Schools, 23(2), 157–171. https://doi.org/10.1017/jgc.2013.20.
Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56(3), 227–238. https://doi.org/10.1037/0003-066X.56.3.227.
Masten, A. S., Roisman, G. I., Long, J. D., Burt, K. B., Obradović, J., Riley, J. R., Boelcke-Stennes, K., & Tellegen, A. (2005). Developmental cascades: Linking academic achievement and externalizing and internalizing symptoms over 20 years. Developmental Psychology, 41(5), 733–746. https://doi.org/10.1037/0012-1649.41.5.733.
Masten, A. S., Herbers, J. E., Cutuli, J. J., & Lafavor, T. L. (2008). Promoting competence and resilience in the school context. Professional School Counseling, 12(2), 2156759X0801200. https://doi.org/10.1177/2156759X0801200213.
Moore, S. E., Norman, R. E., Suetani, S., Thomas, H. J., Sly, P. D., & Scott, J. G. (2017). Consequences of bullying victimization in childhood and adolescence: A systematic review and meta-analysis. World Journal of Psychiatry, 7(1), 60–76. https://doi.org/10.5498/wjp.v7.i1.60.
Mychailyszyn, M. P., Mendez, J. L., & Kendall, P. C. (2010). School functioning in youth with and without anxiety disorders: Comparisons by diagnosis and comorbidity. School Psychology Review, 39(1), 106–121. https://doi.org/10.1080/02796015.2010.12087793.
Nansel, T. R., Craig, W., Overpeck, M. D., Saluja, G., & Ruan, W. J. (2004). Cross-national consistency in the relationship between bullying behaviors and psychosocial adjustment. Archives of Pediatrics & Adolescent Medicine, 158(8), 730–736. https://doi.org/10.1001/archpedi.158.8.730.
O’Brennan, L. M., & Furlong, M. J. (2010). Relations between students’ perceptions of school connectedness and peer victimization. Journal of School Violence, 9(4), 375–391. https://doi.org/10.1080/15388220.2010.509009.
Olweus, D. (2013). School bullying: Development and some important challenges. Annual Review of Clinical Psychology, 9(1), 751–780. https://doi.org/10.1146/annurev-clinpsy-050212-185516.
Özgök, A., & Sarı, M. (2016). Ortaokul öğrencilerin okula aidiyet duygusu ve arkadaş bağlılık düzeyi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 25(3), 71–86.
Phillipson, S., & Phillipson, S. N. (2007). Academic expectations, belief of ability, and involvement by parents as predictors of child achievement: A cross-cultural comparison. Educational Psychology, 27, 329–348.
Pittman, L. D., & Richmond, A. (2007). Academic and psychological functioning in late adolescence: The importance of school belonging. The Journal of Experimental Education, 75(4), 270–290. https://doi.org/10.3200/JEXE.75.4.270-292.
Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879–891. https://doi.org/10.3758/BRM.40.3.879.
Renshaw, T. L. (2018). Preliminary validation of the Subjective Academic Problems Scale: A new tool to aid in triaging school mental health screening results. Canadian Journal of School Psychology. https://doi.org/10.1177/0829573517702020.
Renshaw, T. L., & Arslan, G. (2016). Psychometric properties of the Student Subjective Wellbeing Questionnaire with Turkish adolescents: A generalizability study. Canadian Journal of School Psychology, 31(2), 139–151. https://doi.org/10.1177/0829573516634644.
Renshaw, T. L., Furlong, M. J., Dowdy, E., Rebelez, J., Smith, D. C., O’Malley, M. D., Lee, S.-Y., & Strøm, I. F. (2014). Covitality: A synergistic conception of adolescents’ mental health. In Handbook of positive psychology in schools (2nd ed., pp. 12–32). Routledge/Taylor & Francis Group.
Salmon, G., James, A., & Smith, D. M. (1998). Bullying in schools: Self-reported anxiety, depression, and self-esteem in secondary school children. BMJ, 317(7163), 924–925. https://doi.org/10.1136/bmj.317.7163.924.
Sarı, M. (2013). Lise öğrencilerinde okula aidiyet duygusu. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 13(1), 147–160.
Shaw, T., Dooley, J. J., Cross, D., Zubrick, S. R., & Waters, S. (2013). The Forms of Bullying Scale (FBS): Validity and reliability estimates for a measure of bullying victimization and perpetration in adolescence. Psychological Assessment, 25(4), 1045–1057. https://doi.org/10.1037/a0032955.
Shochet, I. M., Dadds, M. R., Ham, D., & Montague, R. (2006). School connectedness is an underemphasized parameter in adolescent mental health: Results of a community prediction study. Journal of Clinical Child & Adolescent Psychology, 35(2), 170–179.
Shochet, I. M., Smith, C. L., Furlong, M. J., & Homel, R. (2011). A prospective study investigating the impact of school belonging factors on negative affect in adolescents. Journal of Clinical Child & Adolescent Psychology, 40(4), 586–595. https://doi.org/10.1080/15374416.2011.581616.
Sirin, S. R., & Rogers-Sirin, L. (2004). Exploring school engagement of middle-class African American adolescents. Youth & Society, 35(3), 323–340. https://doi.org/10.1177/0044118X03255006.
Skues, J. L., Cunningham, E. G., & Pokharel, T. (2005). The influence of bullying behaviours on sense of school connectedness, motivation and self-esteem. Australian Journal of Guidance and Counselling, 15(1), 17–26. https://doi.org/10.1375/ajgc.15.1.17.
Slee, P., & Rigby, K. (1999). Suicidal ideation among adolescent school children, involvement in bully-victim problems, and perceived social support. Suicide and Life-threatening Behavior, 29(2), 119–130. https://doi.org/10.1111/j.1943-278X.1999.tb01050.x.
Stapinski, L. A., Bowes, L., Wolke, D., Pearson, R. M., Mahedy, L., Button, K. S., Lewis, G., & Araya, R. (2014). Peer victimization during adolescence and risk for anxiety disorders in adulthood: A prospective cohort study. Depression and Anxiety, 31(7), 574–582. https://doi.org/10.1002/da.22270.
Thomas, H. J., Scott, J. G., Coates, J. M., & Connor, J. P. (2019). Development and validation of the Bullying and Cyberbullying Scale for Adolescents: A multi‐dimensional measurement model. British Journal of Educational Psychology, 89(1), 75–94. https://doi.org/10.1111/bjep.12223.
Ttofi, M. M., Farrington, D. P., Lösel, F., & Loeber, R. (2011). Do the victims of school bullies tend to become depressed later in life? A systematic review and meta-analysis of longitudinal studies. Journal of Aggression, Conflict and Peace Research, 3(2), 63–73. https://doi.org/10.1108/17596591111132873.
Ungar, M., & Liebenberg, L. (2011). Assessing resilience across cultures using mixed methods: Construction of the child and youth resilience measure. Journal of Mixed Methods Research, 5(2), 126–149.
Vaillancourt, T., Brittain, H. L., McDougall, P., & Duku, E. (2013). Longitudinal links between childhood peer victimization, internalizing and externalizing problems, and academic functioning: Developmental cascades. Journal of Abnormal Child Psychology., 41, 1203–1215. https://doi.org/10.1007/s10802-013-9781-5.
van Geel, M., Vedder, P., & Tanilon, J. (2014). Relationship between peer victimization, cyberbullying, and suicide in children and adolescents. JAMA Pediatrics, 168(5), 435–442. https://doi.org/10.1001/jamapediatrics.2013.4143.
van Lier, P. A. C., Vitaro, F., Barker, E. D., Brendgen, M., Tremblay, R. E., & Boivin, M. (2012). Peer victimization, poor academic achievement, and the link between childhood externalizing and internalizing problems. Child Development., 83, 1775–1788. https://doi.org/10.1111/j.1467-8624.2012.01802.x.
Veríssimo, L., Dias, P., Santos, E., & Ortigão, S. (2020). Realização acadêmica e problemas de internalização em alunos do ensino básico e secundário em Portugal. Educação e Pesquisa, 46, e218667. https://doi.org/10.1590/s1678-4634202046218667.
Wang, J., Iannotti, R. J., & Nansel, T. R. (2009). School bullying among adolescents in the United States: Physical, verbal, relational, and cyber. Journal of Adolescent Health, 45(4), 368–375. https://doi.org/10.1016/j.jadohealth.2009.03.021.
Williams, S., Schneider, M., Wornell, C., & Langhinrichsen-Rohling, J. (2018). Student’s perceptions of school safety: : It is not just about being bullied. The Journal of School Nursing, 34(4), 319–330. https://doi.org/10.1177/1059840518761792.
Yıldırım, M., & Arslan, G. (2020). Exploring the associations between resilience, dispositional hope, preventive behaviours, subjective well-being, and psychological health among adults during early stage of COVID-19. Current Psychology, 1–11. https://doi.org/10.1007/s12144-020-01177-2.
Yıldırım, M., Arslan, G., & Wong, P. T. (2020). Meaningful living, resilience, affective balance, and psychological health problems among Turkish young adults during coronavirus pandemic. Current Psychology, 1–12. https://doi.org/10.1007/s12144-020-01244-8.
Yıldırım, M., & Çelik Tanrıverdi, F. (2020). Social support, resilience and subjective well-being in college students. Journal of Positive School Psychology Retrieved from https://journalppw.com/index.php/JPPW/article/view/229.
You, S., Furlong, M. J., Felix, E., Sharkey, J. D., Tanigawa, D., & Green, J. G. (2008). Relations among school connectedness, hope, life satisfaction, and bully victimization. Psychology in the Schools, 45(5), 446–460. https://doi.org/10.1002/pits.20308.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Ethics Approval and Consent to Participate
All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards. Consent was obtained from all participants included in the study.
Conflict of Interest
The authors declare no competing interest.
Additional information
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Arslan, G. School Bullying and Youth Internalizing and Externalizing Behaviors: Do School Belonging and School Achievement Matter?. Int J Ment Health Addiction 20, 2460–2477 (2022). https://doi.org/10.1007/s11469-021-00526-x
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11469-021-00526-x