Skip to main content

Advertisement

SpringerLink
Log in

School Victimization, School Belongingness, Psychological Well-Being, and Emotional Problems in Adolescents

  • Published:
Child Indicators Research Aims and scope Submit manuscript

Abstract

Although victimization is a serious problem in children and adolescents, research has commonly focused on risk factors and consequences of this experience and largely ignored factors that protect youth mental health and well-being from the effects of victimization. The purpose of the present study sought to investigate the longitudinal mediating effect of school belongingness on the association of school victimization with emotional problems and psychological well-being among Turkish adolescents. Using the short-term longitudinal approach, data was collected from 282 students in a public secondary school in an urban city of Turkey at two different time points. Students responded to questions concerning school belongingness, emotional problems, psychological well-being, and school victimization. Mediation analyses were conducted across the two waves of data. Findings revealed that both victimization and a low sense of belonging were independently shown to be significantly negatively correlated with emotional problems and positively correlated with psychological well-being. Results also demonstrated that victimized students who feel a sense of belonging to their school display fewer emotional problems and greater well-being than those who are victimized but do not feel a sense of belonging to their school.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Abdollahi, A., Panahipour, S., Akhavan Tafti, M., & Allen, K. A. (2020). Academic hardiness as a mediator for the relationship between school belonging and academic stress. Psychology in the Schools, 57(5), 823–832. https://doi.org/10.1002/pits.22339.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • Allen, K.-A., & Kern, M. L. (2017). School belonging in adolescents: Theory, research, and practice. Springer Social Sciences.

    Book  Google Scholar 

  • Allen, K.-A., & Kern, P. (2020). Boosting school belonging in adolescents: Interventions for teachers and mental health professionals. Routledge. https://doi.org/10.4324/9780203729632.

  • 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. https://doi.org/10.1017/edp.2016.5.

    Article  Google Scholar 

  • Allen, K. A., Kern, M. L., Vella-Brodrick, D., & Waters, L. (2017). School values: A comparison of academic motivation, mental health promotion, and school belonging with student achievement. The Educational and Developmental Psychologist, 34(1), 31–47. https://doi.org/10.1017/edp.2017.5.

    Article  Google Scholar 

  • Allen, K.-A., Vella-Brodrick, D., & Waters, L. (2018a). Rethinking school belonging. In K. A. Allen & C. Boyle (Eds.), Pathways to belonging: Contemporary research in school belonging (pp. 191–218). https://doi.org/10.1163/9789004386969_011.

  • Allen, K., Kern, M. L., Vella-Brodrick, D., Hattie, J., & Waters, L. (2018b). 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.

    Article  Google Scholar 

  • Allen, K. A., Kern, P., Vella-Brodrick, D., & Waters, L. (2018c). Understanding the priorities of Australian secondary schools through an analysis of their mission and vision statements. Educational Administration Quarterly, 54(2), 249–274.

    Article  Google Scholar 

  • 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.

    Google Scholar 

  • 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.

    Article  Google Scholar 

  • Arslan, G. (2016). Relationship between sense of rejection, academic achievement, academic efficacy, and educational purpose in high school students. Egitim ve Bilim, 41(183), 293–304. https://doi.org/10.15390/EB.2016.5562.

    Article  Google Scholar 

  • Arslan, G. (2018a). Psychological maltreatment, social acceptance, social connectedness, and subjective well-being in adolescents. Journal of Happiness Studies, 19(4), 983–1001.

    Article  Google Scholar 

  • Arslan, G. (2018b). Exploring the association between school belonging and emotional health among adolescents. International Journal of Educational Psychology, 7(1), 21–41. https://doi.org/10.17583/ijep.2018.3117.

    Article  Google Scholar 

  • 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.

    Google Scholar 

  • 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. (2020a). School belongingness, well-being, and mental health among adolescents: Exploring the role of loneliness. Australian Journal of Psychology, special issue. https://doi.org/10.1111/ajpy.12274.

  • Arslan, G. (2020b). 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. (2020c). 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., & 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.v4i2.2.

  • 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.

    Article  Google Scholar 

  • Arslan, G, & Renshaw, T. L. (2018). Psychometrics of the youth internalizing problems screener with turkish adolescents. International Journal of School & Educational Psychology, 1–8.

  • 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.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • Arslan, G., Allen, K.-A., & Ryan, T. (2020). Exploring the impacts of school belonging on youth wellbeing and mental health among Turkish adolescents. Child Indicators Research, 13, 1619–1635. https://doi.org/10.1007/s12187-020-09721-z.

    Article  Google Scholar 

  • Baumeister, R. F. (2012). Need-to-belong theory. In P. A. M. Van Lange, A. W. Kruglanski, & E. T. Higgins (Eds.), Handbook of theories of socialpsychology, 2, 121–140. SAGE Publications Ltd..

  • Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497–529.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • Bond, L., Butler, H., Thomas, L., Carlin, J., Glover, S., Bowes, G., & Patton, G. (2007). Social and school connectedness in early secondary school as predictors of late teenage substance use, mental health, and academic outcomes. Journal of Adolescent Health, 40(4), 357. e9-357. e18. https://doi.org/10.1016/j.jadohealth.2006.10.013.

  • 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.

  • Caruana, E. J., Roman, M., Hernández-Sánchez, J., & Solli, P. (2015). Longitudinal studies. Journal of Thoracic Disease, 7(11), E537–E540. https://doi.org/10.3978/j.issn.2072-1439.2015.10.63.

  • Chu, X. W., Fan, C. Y., Liu, Q. Q., & Zhou, Z. K. (2018). Stability and change of bullying roles in the traditional and virtual contexts: A three-wave longitudinal study in Chinese early adolescents. Journal of Youth and Adolescence, 47(11), 2384–2400. https://doi.org/10.1007/s10964-018-0908-4.

  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum.

  • 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.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • Davis, J. P., Merrin, G. J., Ingram, K. M., Espelage, D. L., Valido, A., & El Sheikh, A. J. (2019). Examining pathways between bully victimization, depression, & school belonging among early adolescents. Journal of Child and Family Studies, 28, 2365–2378. https://doi.org/10.1007/s10826-019-01340-9.

    Article  Google Scholar 

  • Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01.

    Article  Google Scholar 

  • Diener, E., Wirtz, D., Tov, W., Kim-Prieto, C., Choi, D., Oishi, S., & Biswas-Diener, R. (2010). New well-being measures: Short scales to assess flourishing and positive and negative feelings. Social Indicators Research, 97(2), 143–156. https://doi.org/10.1007/s11205-009-9493-y.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • Duru, E., & Arslan, G. (2014). Evlenmek amacıyla evden kaçan kız ergenler: Bir olgubilim çalışması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 5(41), 36–48.

    Google Scholar 

  • Duru, E., Balkis, M., & Turkdoğan, T. (2019). Relational violence, social support, self-esteem, depression, and anxiety: A moderated mediation model. Journal of Child and Family Studies, 28, 2404–2414. https://doi.org/10.1007/s10826-019-01509-2.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • 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(4), 469–485. https://doi.org/10.1016/j.jsp.2013.04.004.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • Hammen, C. (1992). Cognitive, life stress, and interpersonal approaches to a developmental psychopathology model of depression. Development and Psychopathology, 4(1), 189–206. https://doi.org/10.1017/S0954579400005630.

    Article  Google Scholar 

  • Hatchel, T., Espelage, D. L., & Huang, Y. (2018). Sexual harassment victimization, school belonging, and depressive symptoms among LGBTQ adolescents: Temporal insights. American Journal of Orthopsychiatry, 88(4), 422–430. https://doi.org/10.1037/ort0000279.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • Hooper, D., Coughlan, J., & Mullen, M. R. (2008). Structural Equation modelling: guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53–60.

    Google Scholar 

  • Hu, L., & Bentler, P. M. (1999). Cut-off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118.

    Article  Google Scholar 

  • Huang, F. L., & Cornell, D. G. (2015). The impact of definition and question order on the prevalence of bullying victimization using student self-reports. Psychological Assessment, 27(4), 1484–1493. https://doi.org/10.1037/pas0000149.

    Article  Google Scholar 

  • Jose, P. E., Ryan, N., & Pryor, J. (2012). Does social connectedness promote a greater sense of well-being in adolescence over time? Journal of Research on Adolescence, 22(2), 235–251. https://doi.org/10.1111/j.1532-7795.2012.00783.x.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • Liu, Y., Carney, J. V., Kim, H., Hazler, R. J., & Guo, X. (2020). Victimization and students' psychological well-being: The mediating roles of hope and school connectedness. Children and Youth Services Review, 108, 104674. https://doi.org/10.1016/j.childyouth.2019.104674.

    Article  Google Scholar 

  • Loukas, A., & Pasch, K. E. (2013). Does school connectedness buffer the impact of peer victimization on early adolescents' subsequent adjustment problems? The Journal of Early Adolescence, 33(2), 245–266. https://doi.org/10.1177/0272431611435117.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • McMahon, S. D., Parnes, A. L., Keys, C. B., & Viola, J. J. (2008). School belonging among low-income urban youth with disabilities: Testing a theoretical model. Psychology in the Schools, 45(5), 387–401. https://doi.org/10.1002/pits.20304.

    Article  Google Scholar 

  • 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. https://doi.org/10.1016/j.jadohealth.2014.06.007.

    Article  Google Scholar 

  • Moore, P. M., Huebner, E. S., & Hills, K. J. (2012). Electronic bullying and victimization and life satisfaction in middle school students. Social Indicators Research, 107(3), 429–447. https://doi.org/10.1007/s11205-011-9856-z.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • Napoli, M., Marsiglia, F. F., & Kulis, S. (2003). Sense of belonging in school as a protective factor against drug abuse among native American urban adolescents. Journal of Social Work Practice in the Addictions, 3(2), 25–41.

    Article  Google Scholar 

  • Oberle, E., Schonert-Reichl, K. A., & Zumbo, B. D. (2011). Life satisfaction in early adolescence: Personal, neighborhood, school, family, and peer influences. Journal of Youth and Adolescence, 40(7), 889–901. https://doi.org/10.1007/s10964-010-9599-1.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • Olweus, D. (2010). Understanding and researching bullying: Some critical issues. In D. L. S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.), Handbook of Bullying in Schools: An international perspective (pp. 9–33) Taylor & Francis Group.

    Google Scholar 

  • O'Rourke, J., & Cooper, M. (2010). Lucky to be happy: A study of happiness in Australian primary students. Australian Journal of Educational & Developmental Psychology, 10, 94–107.

  • Osterman, K. F. (2000). Students' need for belonging in the school community. Review of Educational Research, 70(3), 323–367

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • Ross, A. G., Shochet, I. M., & Bellair, R. (2010). The role of social skills and school connectedness in preadolescent depressive symptoms. Journal of Clinical Child & Adolescent Psychology, 39(2), 269–275. https://doi.org/10.1080/15374410903532692.

    Article  Google Scholar 

  • Ryff, C. D., & Keyes, C. L. M. (1995). The structure of psychological well-being revisited. Journal of Personality and Social Psychology, 69(4), 719–727. https://doi.org/10.1037/0022-3514.69.4.719.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • Stanley, P. J., Schutte, N. S., & Phillips, W. J. (2020). A meta-analytic investigation of the relationship between basic psychological need satisfaction and affect. Journal of Positive School Psychology, 1–16. Retrieved from https://journalppw.com/index.php/JPPW/article/view/210

  • Swearer, S. M., Espelage, D. L., Vaillancourt, T., & Hymel, S. (2010). What can be done about school bullying? Linking research to educational practice. Educational Researcher, 39(1), 38–47. https://doi.org/10.3102/0013189X09357622.

    Article  Google Scholar 

  • Telef, B. B. (2013). Psikolojik İyi Oluş Ölçeği: Türkçeye uyarlama, geçerlik ve güvenirlik çalışması. Hacettepe Egitim Fakültesi Dergisi, 28(3), 374–384. https://doi.org/10.13140/RG.2.1.2414.4480.

    Article  Google Scholar 

  • Tian, L., Zhang, L., Huebner, E. S., Zheng, X., & Liu, W. (2016). The longitudinal relationship between school belonging and subjective well-being in school among elementary school students. Applied Research in Quality of Life, 11(4), 1269–1285. https://doi.org/10.1007/s11482-015-9436-5.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • Wormington, S. V., Anderson, K. G., Schneider, A., Tomlinson, K. L., & Brown, S. A. (2016). Peer victimization and adolescent adjustment: Does school belonging matter? Journal of School Violence, 15(1), 1–21. https://doi.org/10.1080/15388220.2014.922472.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

Download references

Funding

The authors received no financial support for the research, authorship, and/or publication of this article.

Author information

Authors and Affiliations

  1. Department of Psychological Counseling and Guidance, Mehmet Akif Ersoy University, Burdur, Turkey

    Gökmen Arslan

  2. Monash University, Clayton, VIC, 3800, Australia

    Kelly-Ann Allen

Authors
  1. Gökmen Arslan
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Kelly-Ann Allen
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Gökmen Arslan.

Ethics declarations

Ethical Approval

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.

Informed Consent Informed

Consent was obtained from all participants included in the study.

Disclosure of Potential Conflicts of Interest

The authors declared no conflicts of interest with respect to the research, authorship, and/or publication of this article.

Additional information

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Arslan, G., Allen, KA. School Victimization, School Belongingness, Psychological Well-Being, and Emotional Problems in Adolescents. Child Ind Res 14, 1501–1517 (2021). https://doi.org/10.1007/s12187-021-09813-4

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s12187-021-09813-4

Keywords

Search

Navigation