Figure - available from: International Journal of Behavioral Nutrition and Physical Activity
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Forest plot of studies comparing bullying victimization between those who are inactive versus active peers. Traditional bullying: physical abuse behaviors, verbal, psychological abuse and social exclusion. Cyberbullying: texting, emails, and social network sites
Source publication
Background: Physical activity and sedentary behavior are related with psycho-social variables among youth, however its relationship with bullying victimization is unclear. The aim of the study was to clarify the associations between physical activity and sedentary behaviors with bullying victimization among children and adolescents.
Methods: Two i...
Citations
... Screen time has been found to have a positive association with bullying, bully victimization, and identifying as a bully-victim. Additionally, those who are not involved in bullying behaviors engage in less screen time (Busch et al., 2013;García-Hermoso et al., 2020;Katapally et al., 2018;Kowalski et al., 2014). In García-Hermoso et al.'s (2020) recent meta-analytic review, youth who spent 2 hours or more per day on screens were associated with 21% higher victimization of cyber and traditional bullying. ...
... The results of this study support previous research showing screen time as a risk factor for bullying victimization (e.g., García-Hermoso et al., 2020;Katapally et al., 2018;Mishna et al., 2021), but also suggest that this risk factor may be more applicable to cisgender youth than transgender or gender nonconforming youth. It is noteworthy that results reported in García-Hermoso et al. (2020), Katapally et al. (2018), andMishna et al. (2021) included only binary boy/girl or man/woman samples. ...
... The results of this study support previous research showing screen time as a risk factor for bullying victimization (e.g., García-Hermoso et al., 2020;Katapally et al., 2018;Mishna et al., 2021), but also suggest that this risk factor may be more applicable to cisgender youth than transgender or gender nonconforming youth. It is noteworthy that results reported in García-Hermoso et al. (2020), Katapally et al. (2018), andMishna et al. (2021) included only binary boy/girl or man/woman samples. Considering previous findings along with the results of our study, it is possible that interventions aimed at reducing screen time might reduce bullying victimization among cisgender youth, but it is less likely that such interventions would be effective among transgender and gender nonconforming youth. ...
We used a large state-wide sample of adolescent students in 8th, 10th, and 12th grades (N = 58,689) to examine the predictive value of screen time on bullying victimization, as well as its interaction with age by gender, including transgender and gender nonconforming identities. Participants were majority boys/men (52.3%), heterosexual (88.1%), and White (73.7%). Findings generally supported previous literature related to cisgender differences, but highlighted differences for transgender and gender nonconforming youth. While screen time and technology use, as well as development and maturation, appear to be important predictors of bullying victimization for cisgender students identifying as boys/men and girls/women, they did not predict bullying victimization for transgender or gender nonconforming youth. Results suggest we cannot assume previous bullying research on binary cisgender students will generalize to transgender and gender nonconforming youth. Practical implications for advancing bullying and victimization research with gender diverse students are outlined.
... There is a large amount of evidence demonstrating an association between SB and negative health outcomes in adolescence. A meta-analysis by Hermoso et al. [8] showed a positive association between suffering bullying and cyberbullying and high levels of SB. ...
Sedentary behavior (SB) is a risk factor for chronic non-communicable diseases. This study aimed to assess the effects of an extracurricular physical exercise program and health advice on SB in adolescents. This was a non-randomized experimental study involving 19 adolescents divided into an intervention group (IG) and a control group (CG), aged 13–16 years from a public school in a Brazilian municipality. SB was measured using self-reports and accelerometers. The intervention included physical exercise and health advice. Repeated measures analysis of variance with a significance level of α = 5% was used. There was a time*group interaction for the subscapular fold ((pre IG = 16.30 mm vs. CG = 13.44 mm, post IG = 14.00 mm vs. CG = 15.89 mm) p = 0.001), and VO2MAX ((pre IG = 32.75 mL/kg·min vs. CG = 30.66 mL/kg·min, post IG = 35.76 mL/kg·min vs. CG = 29.28 mL/kg·min) p = 0.008). The accelerometer showed significant differences between groups in the total SB ((pre IG = 647.49 min/day vs. CG = 535.24 min/day, post IG = 614.02 min/day vs. CG = 586.97 min/day) p = 0.045), with a significant decrease in the IG. In conclusion, an extracurricular physical exercise program and health advice was effective in reducing SB in adolescents.
... Engaging in physical activity and decreasing sedentary behavior can foster greater adolescent social encouragement by increasing self-confidence and the ability to solve problems and reducing social isolation, which protects adolescents from bullying (Alfonso-Rosa et al., 2020;Malaeb et al., 2020;Waasdorp et al., 2019). Similarly, a lack of physical activity and excessive screen time can increase the social vulnerability of these adolescents and favor bullying, increasing the probability of being a victim of bullying (Fitzpatrick et al., 2019;García-Hermoso et al., 2020;Rech et al., 2013). ...
... It is essential to note that bullying is also likely to occur in the physical activity/physical education context (Alfonso-Rosa et al., 2020;García-Hermoso et al., 2020;Jiménez-Barbero et al., 2020). Physical activity contexts allow substantial and sometimes mandatory social interaction with teams, and this social feature can condone school bullying since students with fewer overall skills and worse motor performance are vulnerable targets to bullies (Scarpa et al., 2012). ...
Obesogenic behaviors have been individually associated with bullying during adolescence. However, physical activity, sedentary behavior, and diet manifest themselves in synergy and even behavioral profiles in which positive and negative behaviors coexist can be more positively associated with psychosocial outcomes. The present study aimed to analyze the association between clusters of obesogenic behaviors and different bullying roles in Brazilian adolescents. This cross-sectional study used data from the Brazilian School-based Health Survey—PENSE, 2015. A total of 100,794 male and female adolescents of the ninth-grade elementary school participated in the study. Students responded to an electronic questionnaire. Clusters of obesogenic behavior consisted of physical activity, exposure to sedentary behavior, and diet, and the different roles in bullying were: participant, victim, bully, and bully–victim. Binary logistic regression with 95% confidence intervals (CI) was used for data analysis ( p < .05). Multiple adjustments and complex sampling procedures were employed. Adolescents in the cluster “Health-promoting sedentary behavior and Diet” had reduced chances of participating in bullying (odds ration [OR] = 0.70; 95% CI [0.64, 0.76]), of being a victim (OR = 0.87; 95% CI = 0.76–0.99), and being the bully (OR = 0.65; 95% CI [0.59, 0.71]); and those from the cluster “Health-promoting physical activity and Diet” had reduced chances of participating (OR = 0.81; 95% CI [0.76, 0.87]), being a victim of bullying (OR = 0.86; 95% CI [0.76, 0.98]), being the bully (OR = 0.79; 95% CI [0.72, 0.85]), and being a bully–victim (OR = 0.74; 95% CI [0.61, 0.90]), when compared to those from the “health-risk” cluster in the adjusted analysis. Clusters of obesogenic behavior may reduce adolescent bullying: victim, bully, and bully–victim benefit when exposed to healthier behavioral profiles. The school setting must recognize bullying as a problem and therefore simultaneously promote multi-component interventions to tackle physical activity, sedentary behavior, and eating behavior. Outcomes other than obesity should be acknowledged when promoting obesogenic behaviors.
... This can be fulfilled in a suitable way, especially by involvement in school physical education. A clear connection between students' non-involvement in physical activities and a higher prevalence of bullying is documented by a number of previous findings by García-Hermoso et al [36]. However Fisher and Dzikus describe, when athletes bully each other, it appears that they are influenced by gender norms and significant others (e.g., peers, coaches) [37]. ...
Objectives: This study aimed to analyze the relationships among exclusion from PE, gender, and bullying in adolescents with specific developmental disorder of scholastic skills (SDDSS) aged 11, 13, and 15 years in Czechia.
Methods: In total, the final research sample consisted of 13,953 students (49.4% boys) from the 2013/2014 Health Behaviour in School-aged Children survey. Chi-square tests and regression models stratified by presence of SDDSS diagnosis were used to assess the relationships between non-involvement in PA and bullying.
Results: Students diagnosed with SDDSS (12.4% of the sample) were more likely to be excluded from physical education (PE) than students without this diagnosis. This exclusion was associated with higher odds of bullying victimization and perpetration. Our findings further showed that male gender plays a significant role for bullying perpetration for both groups (with and without SDDSS) investigated in the present study.
Conclusion: Higher likelihood of aggressive behavior occurs in students who are excluded from PE, including students with SDDSS.
... Finally, and connecting this result with the previous finding addressed, the early detection of bullying and discrimination is fundamental as it could strengthen the social relationships among students and improve school coexistence, where physical activity plays a vital role at school (54). Furthermore, increased physical activity has been associated with reduced bullying victimization and enhanced cognitive performance and academic achievement (27,55,56). Therefore, in this large sample of Chilean adolescents, the kind of uniform wore was not related to bullying and discrimination, solving great social, family, and school principals' concerns. ...
Objective: The aim of this study was to compare academic achievement, cognitive performance, playtime, bullying, and discrimination in adolescents according to traditional uniforms (TUs) and sports uniforms (SUs) worn at school, while simultaneously exploring the influence of the school vulnerability index.
Methods: A total of 988 Chilean adolescents (52.6% boys) aged 10–14 years participated in this cross-sectional study. Academic achievement was evaluated by the average grade in maths, language, and science grades, while cognitive performance was assessed through eight cognitive tasks. TUs affecting physical activity, playtime, bullying, and discrimination were queried. Mixed model analyses were performed.
Results: No differences were observed in academic achievement (TU: 5.4 ± 0.1 vs. SU: 5.5 ± 0.2, p = 0.785) or in cognitive performance (TU: 99.6 ± 0.8 vs. SU: 98.9 ± 1.8, p = 0.754) according to the school uniform type. Moreover, 64.1% of participants declared that wearing TU affects their physical activity (traditional uniforms: +8min and sports uniforms: +20min), and those who believed so spent more time playing than those who answered negatively (14.5 min, p = 0.012). Finally, adolescents wearing SU displayed a lower feeling of bullying and discrimination; this finding depended mainly on the school’s vulnerability.
Conclusion: It is concluded that wearing TU does not show an educational advantage at an academic and cognitive level that justifies its obligation. In addition, it could be suggested that schools consider adolescents’ opinions in adopting a more comfortable uniform, such as the SU. This feasible and low-cost measure would help to increase adolescents’ physical activity during the school day, and, contrary to belief, it would not be related to increased feelings of bullying and discrimination.
This study is an investigation of the associations of time spent in different screen time activities with bullying among Brazilian adolescents. In this cross-sectional study, adolescents answered questions related to bullying in the past 30 days and reported the weekly volume of screen time spent studying, working, watching videos, playing video games, and using social media applications. Multilevel logistic regression models were used. Our results indicate that higher social media use was associated with higher odds of bullying victimization among males but not females. Excessive use of screen time for work and social media purposes was associated with a higher likelihood of bullying victimization.
Background:
Bullying is a growing concern worldwide. However, there is insufficient research on the prevalence and factors associated with different forms of bullying in a large sample of Chinese adolescents. This study aims to investigate the prevalence and associated factors of bullying victimization among Chinese high school students.
Methods:
Data from the 2020-2021 cross-sectional survey of the DYH program were used. A total of 8203 high school students were randomly selected from all 17 cities in Shandong Province, China. Bullying victimization was measured using two separate questions and identified into three types: school bullying victims, cyberbullying victims, and combined bullying victims. The multinomial logit model was used to explore the factors related to bullying victimization.
Results:
The prevalence of bullying victimization was 11.59 %, with 4.04 % of school bullying, 3.37 % of cyberbullying, and 4.18 % of combined bullying. Smoking was negatively associated with bullying victimizations. Male, physical exercise, peer relationships, and obsessive-compulsive symptoms were significantly associated with school bullying victims and combined victims. Watching TV was an influencing factor for school bullying victims and cyberbullying victims. Single-child households, family economic status, drinking alcohol, parent-child relationships, and paranoia were correlated with different types of bullying victimization.
Limitations:
The cross-sectional design limited the examination of causal inferences.
Conclusion:
We should pay more attention to cyberbullying victimization, which has become as common as school bullying victimization among high school students. The associated factors explored in this study may contribute to understanding bullying victimizations and designing bullying intervention strategies among high school students in China.
Purpose
Evidence from small-scale studies suggests that transgender youth are less physically active than nontransgender youth, putting them at risk for worse health outcomes. This study examined the relationship between gender modality and participation in physical activity, physical education (PE), and sports teams in a multistate sample of high school youth and assessed whether bullying impacted this relationship.
Methods
Multiple regression was used to analyze data from the state and local Youth Risk Behavior Survey from 2017 to 2019 to examine the relationship between the gender modality and participation in physical activity, PE, and sports teams. The sample was stratified by sex and adjusted for demographics and in-school and online bullying victimization.
Results
Transgender participants who reported a male or female sex, respectively, reported lower odds of physical activity (adjusted odds ratio [aOR] 0.46, p < .001; aOR 0.46, p < .001, respectively) but similar odds of PE participation. Female transgender students were less likely to participate in sports (aOR 0.55, p = .007); however, this relationship was not seen in adjusted models. Adjusting for demographics, male transgender students were significantly more likely to participate in sports (aOR 2.1, p = .002). Adjusting for bullying experiences did not significantly change these results.
Discussion
Transgender youth are less likely to participate in physical activity but participate similarly or more than cisgender peers in PE and sports. Factors other than bullying may limit physical activity among transgender youth, and the Youth Risk Behavior Survey may not capture experiences of trans-specific victimization. Increased inclusion and safety may help increase physical activity and amplify its benefits for transgender students.
PurposeTo examine the association between bullying victimization and meeting recommendations for the 24-h movement behaviors of physical activity, screen use, and sleep in adolescents.Methods
Participants were a sample of US adolescents from the 2015–2019 national Youth Risk Behavior Survey (N = 43,847; Mean age = 16.0 ± 1.2 years; 50.7% female). The bullying victimization variables included the bullying experiences at school and online. Weighted multivariable logistic regressions analyzed associations between bullying victimization and meeting recommendations for 24-h movement behaviors controlling for age, sex, race/ethnicity, and weight status.ResultsAdolescents meeting non-academic screen and sleep recommendations had 25% (OR = 0.75, 95% CI 0.69–0.82) and 19% (OR = 0.81, 95% CI 0.74–0.89) lower odds to be bullied at school. Adolescents meeting non-academic screen recommendation had 27% lower odds (OR = 0.73, 95% CI 0.58–0.91) of experience online bullying. Male adolescents who met physical activity, non-academic screen use, and sleep recommendations had lower odds of experience the bullying at school of 29% (OR = 0.71, 95% CI 0.59–0.85), 26% (OR = 0.74, 95% CI 0.61–0.90), and 31% (OR = 0.69, 95% CI 0.55–0.86), respectively. Among the females, non-academic screen use was the only movement behavior yielded statistical significance, in that those who met the recommendation had 15% (OR = 0.85, 95% CI 0.73–0.98) lower odds of experience the bullying at school.Conclusion
The presence of meeting 24-h movement behavior recommendations associates with a lower probability of bullying at school and online in adolescents. Interestingly, these associations tended to be stronger and more consistent in males compared to females.
The article reflects the applied aspects of the use of methods of sociological analysis in the implementation of complex management decisions. Using the example of the transformation of the activities of a public service provider (State Corporation “Government for Citizens”), the possibilities of using a questionnaire to assess the situation in the management system and the prospects for involving employees in the planned change program are shown. The transition of an organization to new forms of management, change of processes and redistribution of responsibility is a difficult task, it refers to high-risk management decisions. The success of a transformation is often determined by the availability of competencies and the readiness of staff to change. The extensive practice of similar projects shows that the lack of understanding of the level of involvement or readiness for changes on the part of key employees leads to incorrect planning and, as a rule, to the failure of strategic initiatives.
This article highlights the experience of developing and applying methods of analytical sociological research to solve applied management problems. The scientific and applied significance of the work lies in the creation of a toolkit that considers the issues of strategic management of an organization from the point of view of social changes taking place in the organization during complex modernization.
