Being Bullied on College Students&#039; Aggressive Behaviors: The Mediating Effect of Relative Deprivation and the Moderating  Effect of Violence Exposure in Daily Environment

YE Bao-Juan; YANG Xue; CHEN Zhuan-Sheng; YANG Jiang

PDF(729 KB)

Journal of Psychological Science ›› 2021, Vol. 44 ›› Issue (2) : 309-315.

Being Bullied on College Students' Aggressive Behaviors: The Mediating Effect of Relative Deprivation and the Moderating Effect of Violence Exposure in Daily Environment

Author information +

History +

Abstract

Aggressive behaviors, has always been widely concerned by scholars because it could do harm to others and society. Previous studies have shown that aggressive behaviors, can have a series of serious effects on individuals, such as severely affecting their physical and mental health, personality development, academic progress and social interaction. Researches have shown that being bullied can lead to some feelings such anxiety, depression and other mental symptoms, as well as some aggressive behaviors. Research has found that being bullied can predict behavioral problems such as aggressive behaviors. Therefore, in order to build a harmonious and stable campus environment, the researchers should pay more attention to external behaviors such as aggressive behaviors. Being bullied individuals tend to have strong sense of inferiority, while long-term social comparison can increase the level of relative deprivation. However, relative deprivation is harmful to the individual body and mind, even can trigger many other external problem like aggressive behaviors. Based on Bandura social learning theory, violence exposure in daily environment has drawn lots of researchers attention recently. It is believed that violence exposure in daily environment may result in aggressive behaviors . The present study aimed to explore the moderated mediation among being bullied, relative deprivation, violence exposure in daily environment and aggressive behaviors. The study not only examined indirect relations between being bullied and college students’ aggressive behaviors intention via relative deprivation, but also examined the extent to which violence exposure in daily environment moderated the indirect relations between being bullied and college students’ aggressive behaviors. 941college students (455 boys and 486 girls, Mage=20.21±1.37) were recruited in the study to complete self-report questionnaires. The self-report questionnaires used in this study included being bullied scale, relative deprivation scale, violence exposure in daily environment scale, and aggressive behaviors scale. Being bullied was measured with the being bullied scale which consists of 14 items. The respondents rated the extent to which they agreed with each statement on a 5-point Likert scale. Relative deprivation was measured with the relative deprivation scale which consists of 4 items. The respondents rated the extent to which they agreed with each statement on a 6-point Likert scale. Violence exposure in daily environment was measured with the violence exposure in daily environment questionnaire which consists of 8 items. The respondents rated the extent to which they agreed with each statement on a 5-point Likert scale. Aggressive behaviors was measured with the aggressive behaviors questionnaire which consists of 29 items. The respondents rated the extent to which they agreed with each statement on a 5-point Likert scale. The results indicated that: (1) Relative deprivation played a partial mediating role between being bullied and college students’ aggressive behaviors; (2) Violence exposure in daily environment moderated the two paths in the relationship between being bullied and college students’ aggressive behaviors at the same time. For low intensity violence exposure in daily environment, with the increase of being bullied, the relative deprivation had an obviously ascending trend (γ= 0.731, t =14.906, p＜0.001). For high intensity violence exposure in daily environment, with the increase of being bullied, the relative deprivation also show an obviously ascending trend (γ= 0.419，t = 8.758, p＜0.001). For low intensity violence exposure in daily environment, with the increase of relative deprivation, the college students’ aggressive behaviors had an obviously ascending trend (γ= 0.267, t =5.691，p＜0.001). For high intensity violence exposure in daily environment, with the increase of relative deprivation, the college students’ aggressive behaviors also show an obviously ascending trend (γ= 0.169, t = 4.615，p＜0. 001). Therefore, the effect of being bullied on college students’ aggressive behaviors was moderated mediating effect. The moderated mediating model significantly revealed the effect mechanism of being bullied on aggressive behaviors. These findings supported our model that the link between being bullied and college students’ aggressive behaviors was complex and dependent on other factors. The conclusion of the study had important reference value for controlling and preventing of college students’ aggressive behaviors.

Cite this article

EndNote

Ris (Procite)

Bibtex

Download Citations

Being Bullied on College Students' Aggressive Behaviors: The Mediating Effect of Relative Deprivation and the Moderating Effect of Violence Exposure in Daily Environment[J]. Journal of Psychological Science. 2021, 44(2): 309-315

References

曹霞, 瞿皎姣. (2014). 资源保存理论溯源、主要内容探析及启示. 中国人力资源开发(15), 75-80. 方圣杰, 闵昌运, 祝阳君, 张林. (2014). 环境暴力暴露、暴力态度对社会民众心理安全感的影响. 人类工效学, 20(4), 1-4. 高峰强, 杨华勇, 耿靖宇, 韩磊. (2017). 相对剥夺感、负性生活事件在羞怯与攻击关系中的多重中介作用. 中国临床心理学杂志, 25(2), 347-350. 雷雳, 李征, 谢笑春, 舒畅. (2015). 青少年线下攻击与网络欺负的关系：交叉滞后检验. 苏州大学学报：教育科学版(3), 92-101. 李献云, 费立鹏, 张亚利, 牛雅娟, 童永胜, 杨少杰. (2011). Buss和perry攻击问卷中文版的修订和信效度. 中国神经精神疾病杂志, 37(10), 607-613. 刘富良. (2006). 大学生欺负行为及其与自尊、父母教养方式的关系研究. (Doctoral dissertation). 刘思硕. (2017). 校园欺负行为影响因素分析及干预措施探究. 中国德育(12), 21-24. 刘元, 周宗奎, 张从丽, 魏华, 陈武. (2011). 暴力视频游戏对不同年龄女性内隐攻击性的短时效应. 中国临床心理学杂志, 19(2), 157-159. 马皑. (2012). 相对剥夺感与社会适应方式:中介效应和调节效应. 心理学报, 44(3), 377-387. 牟晓红, 刘儒德, 庄鸿娟, 王佳, 刘颖. (2016). 中学生外倾性对生活满意度的影响:自尊、积极应对的链式中介作用. 中国临床心理学杂志,?24(2), 341-344. 孙丽君, 杜红芹, 牛更枫, 李俊一, 胡祥恩. (2017). 心理虐待与忽视对青少年攻击行为的影响:道德推脱的中介与调节作用. 心理发展与教育, 33(1), 65-75. 熊红星, 张璟, 叶宝娟, 郑雪, 孙配贞. (2012). 共同方法变异的影响及其统计控制途径的模型分析. 心理科学进展, 20(5), 757-769. 应贤慧, 戴春林. (2008). 中学生移情与攻击行为:攻击情绪与认知的中介作用. 心理发展与教育, 24(2), 73-78. 张林, 刘燊, 徐强, 吴晓燕, 杨梦圆. (2017). 日常环境中的暴力暴露对攻击行为的长期影响:一个有调节的中介模型. 心理学报, 49(1), 50-59. 张晓燕, 高定国, 傅华. (2011). 辩证思维降低攻击性倾向. 心理学报,43(1), 42-51. Agnew, R.(2010). Foundation for a general strain theory of crime and delinquency. Criminology, 30(1), 47-88. Anderson, C. A., & Bushman, B. J. (2002). Media violence and the american public revisited. Am Psychol, 56(6-7), 448-450. Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall. Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. R.m.lerner Handbook of Child Psychology, 1, 993-1028. Buckley, K. E., & Anderson, C. A. (2006). A theoretical model of the effects and consequences of playing video games. Playing Video Games Motives. Calvete, E., Orue, I., Estévez, A., Villardón, L., & Padilla, P. (2010). Cyber bullying in adolescents: modalities and aggressors’ profile. Computers in Human Behavior, 26(5), 1128-1135. Caprara, G. V., Regalia, C., & Bandura, A. (2002). Longitudinal impact of perceived self-regulatory efficacy on violent conduct. European Psychologist, 7(1), 63-69. Cropanzano, R., Randall, M. L., (1995). Advance notice as a means of reducing relative deprivation. Social Justice Research,8(2),217-238. Davis, M. (2015). Theorizing religious abuse within the context of intimate partner violence: the african american community. Journal of Black Sexuality & Relationships, 1(4), 45-61. Folger, R., Rosenfield, D. D., Robinson, T., (1983). Relative deprivation and procedural justifications. Journal of Personality and Social Psychology, 45(2),268-273. Gini, G., Pozzoli, T., & Hymel, S. (2013). Moral disengagement among children and youth: a meta-analytic review of links to aggressive behavior. Aggress Behav, 40(1), 56-68. Gini, G., Pozzoli, T., Lenzi, M., & Vieno, A. (2014). Bullying victimization at school and headache: a meta-analysis of observational studies. Headache, 54(6), 976-986. Hastings, T. L., & Kelley, M. L. (1997). Development and validation of the screen for adolescent violence exposure (save).?Journal of Abnormal Child Psychology, 25(6), 511-520. Holmes, M. R. (2013). Aggressive behavior of children exposed to intimate partner violence: an examination of maternal mental health, maternal warmth and child maltreatment. Child Abuse & Neglect, 37(8), 520-530. Kabasakal, Z., & Ba?, A. U. (2010). A research on some variables regarding the frequency of violent and aggressive behaviors among elementary school students and their families. Procedia - Social and Behavioral Sciences, 2(2), 582-586. Kimonis, E. R., Ray, J. V., Branch, J. R., & Cauffman, E. (2011). Anger mediates the relation between violence exposure and violence perpetration in incarcerated boys. Child & Youth Care Forum, 40(5), 381-400. Mclaughlin, K. A., Costello, E. J., Leblanc, W., Sampson, N. A., & Kessler, R. C. (2012). Socioeconomic status and adolescent mental disorders. American Journal of Public Health, 102(9), 1742-50. Mishra, S., & Carleton, R. N. (2015). Subjective relative deprivation is associated with poorer physical and mental health.?Social Science & Medicine, 147, 144-149. Mummendey, A., Kessler, T., Klink, A., & Mielke, R. (1999). Strategies to cope with negative social identity: predictions by social identity theory and relative deprivation theory. J Pers Soc Psychol, 76(2), 229-245. Schwartz, D. (2000). Subtypes of victims and aggressors in children's peer groups. Journal of Abnormal Child Psychology, 28(2), 181-192. Slee, P. T., & Rigby, K. (1993). The relationship of eysenck's personality factors and self-esteem to bully-victim behaviour in australian schoolboys. Personality & Individual Differences, 14(2), 371-373. Smith, H. J., Huo, Y. J．(2014). Relative deprivation: how subjective experiences of inequality influence social behaviour and health. Policy Insights from the Behavioral and Brain Sciences. 1(1), 231-238. Zhaojun Teng, Qian Nie, Cheng Guo, Qian Zhang,and Yanling Liu，2019. A Longitudinal Study of Link Between Exposure to Violent Video Games and Aggression in Chinese Adolescents: The Mediating Role of Moral Disengagement. Developmental Psychology.55(1),184-195.