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Bullied by Siblings and Peers: The Role of Rejecting/Neglecting Parenting and Friendship Quality Among Korean Children

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Journal of Interpersonal Violence
Authors:
Jingu Kim at Busan National University of Education
Jingu Kim
Eunha Kim at CHA University
Eunha Kim
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The primary aim of this study was to examine the direct and indirect links of rejecting/neglecting parenting, sibling victimization, and friendship quality with peer victimization using a convenience sample of 584 Korean children in Grades 3 to 6. In addition, we tested whether these associations differed between male and female students. Structural equation modeling was performed to analyze the data. The results revealed rejecting/neglecting parenting indirectly influenced peer victimization through sibling victimization for both males and females, although such effects were stronger for females than males. Sibling victimization had a direct effect on peer victimization across both sexes, although it indirectly influenced peer victimization through poor friendship quality only for males. Therefore, bullying prevention and intervention programs must involve parents to make them aware of the important role they play in this process and to improve their parenting styles and involvement in sibling conflicts. Furthermore, while the role of friendship quality needs to be highlighted to prevent peer victimization among males, future research continues to explore other peer variables that are related to decreased peer victimization for females.
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https://doi.org/10.1177/0886260516659659
Journal of Interpersonal Violence
2019, Vol. 34(11) 2203 –2226
© The Author(s) 2016
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DOI: 10.1177/0886260516659659
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Article
Bullied by Siblings and
Peers: The Role of
Rejecting/Neglecting
Parenting and Friendship
Quality Among Korean
Children
Jingu Kim, BEd1 and Eunha Kim, PhD2
Abstract
The primary aim of this study was to examine the direct and indirect
links of rejecting/neglecting parenting, sibling victimization, and friendship
quality with peer victimization using a convenience sample of 584 Korean
children in Grades 3 to 6. In addition, we tested whether these associations
differed between male and female students. Structural equation modeling
was performed to analyze the data. The results revealed rejecting/neglecting
parenting indirectly influenced peer victimization through sibling victimization
for both males and females, although such effects were stronger for females
than males. Sibling victimization had a direct effect on peer victimization
across both sexes, although it indirectly influenced peer victimization through
poor friendship quality only for males. Therefore, bullying prevention and
intervention programs must involve parents to make them aware of the
important role they play in this process and to improve their parenting styles
and involvement in sibling conflicts. Furthermore, while the role of friendship
quality needs to be highlighted to prevent peer victimization among males,
1Konkuk University, Seoul, South Korea
2Ajou University, Suwon, South Korea
Corresponding Author:
Eunha Kim, Department of Psychology, Ajou University, 206 Worldcupro, Suwon, South
Korea.
Email: eunkim@ajou.ac.kr
659659JIVXXX10.1177/0886260516659659Journal of Interpersonal ViolenceKim and Kim
research-article2016
... Previous research looking specifically at best friendships has shown that higher quality friendships, in terms of the above dimensions, are negatively associated with bullying victimization in early adolescence (Bollmer et al., 2005;Etkin & Bowker, 2018;Kim & Kim, 2019). Moreover, studies looking at specific friendships dimensions, though still scarce, have also shown a positive association between bullying victimization and friendship conflict (Bernasco et al., 2022;Schwartz-Mette et al., 2020), and a negative association to friendship help (Bernasco et al., 2022;M. ...
... However, no similar hypothesis was proposed for additional friends beyond that point. Moreover, since the experience of a generally high-quality best-friend relationship has been associated with less bullying victimization (e.g., Bollmer et al., 2005;Etkin & Bowker, 2018;Kim & Kim, 2019), this was hypothesized to hold true even when perceived friendship quality was broadened to include the individuals' friendships in the classroom more generally. Similarly, due to a positive class climate having previously been associated with less bullying victimization (e.g., Košir et al., 2020;Thornberg et al., 2024), it was hypothesized that a sense of peer community at the classroom level would also be negatively associated with bullying victimization. ...
... Regarding perceived friendship quality, the present findings likewise support earlier studies (e.g., Bernasco et al., 2022;Kim & Kim, 2019;Schwartz-Mette et al., 2020;Turanovic et al., 2023) and suggest a strong association between individual-perceived friendship quality and bullying victimization. Here, better perceived friendship quality was negatively associated with bullying victimization at both the individual and the classroom level. ...
Individual and classroom-level associations of within classroom friendships, friendship quality and a sense of peer community on bullying victimization
Article
Full-text available
  • Jan 2025
  • Soc Psychol Educ
For most students, attending school entails daily intense social interactions with classmates in a classroom context. While many of these interactions are positive and lead to the development of friendships and a shared classroom community, some students instead suffer peer harassment and bullying. According to the social-ecological theory these disparate social phenomena may be linked. The aim of this study was to examine how number of friends, perceived friendship quality, and a sense of peer community were associated with bullying victimization at both the individual and classroom level. Additionally, to thoroughly investigate the nuances of different types of friendship qualities the concept was analyzed both as one unified construct and as five distinct dimensions (companionship, conflict, help, security, and closeness). Survey data from 587 Swedish upper elementary school students (56.22% girls; Mage = 11.72, SD = 0.96) across 54 classrooms was collected and analyzed using multilevel regression. Results showed that having at least one friend was negatively associated with victimization and that victimization was less prevalent in classrooms where students experienced a shared sense of community. Furthermore, while high-quality friendships were associated with less victimization at both the individual and classroom level, when the five dimensions where considered, only conflictual and helpful friendships were significantly associated with victimization (on both levels of analysis for conflictual friendships and only on the individual level for helpful friendships). Together these results highlights the importance of schools helping students cultivate high-quality friendships, teaching constructive conflict management and promoting a more prosocial classroom community.
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... Research has suggested that sibling relationships characterised by warmth and positivity reduce the risk of traditional bullying perpetration and victimisation (Bowers et al., 1992;Bowers et al., 1994;Bowes et al., 2010;Powell & Ladd, 2010). Meanwhile, relationships characterised by bullying or aggressive behaviours are associated with greater peer bullying (Bowes et al., 2014;Foody et al., 2020;Kim & Kim, 2019;Morrill et al., 2018); this will be explored in depth in 'Chapter Three: Scoping Review -Between-Sibling Bullying' but offers an insight into the role of sibling relationships on peer bullying. ...
... This factor can be subdivided into the social relationships inside and outside of the home. Perhaps unsurprisingly, a majority of the papers that explored social factors focused on those within the home: four papers found evidence that harsh parenting increased the risk of sibling bullying (Kim & Kim, 2019;Martinez & McDonald, 2021;Toseeb et al., 2018), which is suggestive of poor child-parent relationships . Relatedly, experiencing parent-child violence or witnessing parent-parent violence was associated with increased sibling bullying perpetration and victimisation (Eriksen & Jensen, 2006;Ingram et al., 2020;Plamondon et al., 2021). ...
... Moreover, sibling bullying was associated with social issues, including increased loneliness (Duncan, 1999), and poorer attachments to friends and parents (Bar-Zomer & Brunstein Klomek, 2018;Kim & Kim, 2019); whether or not these were perpetrators or victims of sibling bullying was not specified. From hereand as previously discussedit is perhaps predictable that many of those involved in sibling bullying report subsequent involvement in peer bullying (Bowes et al., 2014;Foody et al., 2020;Kim & Kim, 2019;Morrill et al., 2018). ...
The Role of the Family on Adolescent’s Bullying Involvement
Thesis
  • Apr 2024
This thesis presents a mixed method exploration of different family factors and interpersonal relationships in relation to children’s bullying involvement at school, online, and within the home. Five studies are presented. The first is a scoping review on between-sibling bullying, offering an insight into a lesser-known type of bullying, with some consideration of how this may relate to peer bullying. Three studies utilise the Health and Behaviour in School-aged Children (HBSC) survey, offering large-scale cross-national datasets: the first of these investigates the role of family structure and interpersonal relationships on peer bullying, and highlights a risk for children living in social care only; the second looks into sibling characteristics for peer bullying, but the effects of these negligible; the third focuses deeper into the vulnerability for children living in social care. The fifth and final study adopts a qualitative approach and explores bullying involvement for children living in foster care specifically. The findings from this thesis challenge the claims that family structure and sibling characteristics are directly related to peer bullying, and instead reinforce the importance of interpersonal relationships. This is particularly relevant for those living in foster care, who until now have been unheard in the bullying literature. Subsequently, this thesis provides an insight into the experiences of children in foster care, and has the potential to change the way that we support children in care.
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... In addition, these relationships are an essential factor in children's adaptation and wider social and emotional development (Asher & Coie, 1990). Research has shown that negative relationships with peers, lack of support, and acceptance from peers are risk factors for child victimization (Barboza et al., 2009;Garandeau & Cillessen, 2006;Jingu & Eunha, 2019;Long et al., 2020;Nikiforou, Georgiou & Stavrinides, 2013;Rigby, 2005). In particular, Perren and Alsaker's (2006) research showed that victims are more isolated, less social, less likely to have playmates, and more withdrawn from peer-to-peer social situations. ...
... They characterized them as closed and introverted characters. It seems that the lack of acceptance, interest, and support from peers and the lack of a close and supportive friend function as risk factors for the development of peer victimization and adjustment problems (Ioannidou, 2022;Jingu & Eunha, 2019;Nikiforou, Georgiou, & Stavrinides, 2013;Zimmer-Gembeck, 2016). ...
... Our results suggest that when parent treat their child with low parental care, such as rejection, coldness, alienation, and indifference, then the child is more likely to be victimized (Beran, 2009;Bowes et al., 2009;Ioannidou & Georgiou, 2021;Nikiforou et al., 2013;Papanikolaou et al., 2011). Parents who are uninvolved in their children's lives and do not provide them with the proper importance, care, and interest are likely to create an unsafe family environment, and children may develop emotional problems and be victimized (Dehue et al., 2012;Ioannidou & Zafiropoulou, 2021b;Jingu & Eunha, 2019;Lereya et al., 2013;Plexousakis, 2019). ...
Victimization: Child's characteristics, parenting practices, and peer relationships. A mixed methods study
Article
Full-text available
  • Jul 2024
The present study aimed to investigate the role of children's characteristics, parenting practices, and peer relationships in school victimization. The research employed a mixed methodology. The quantitative phase of the research included 374 children and their parents. The children completed the Revised Olweus Bullying and Victimization Questionnaire, the Behavioral Inhibition Instrument, the Parental Bonding Instrument, and the Social Acceptance Scale. The qualitative phase of the research included eight children, who were randomly selected from the quantitative phase. Data in this phase were collected through a focus group. The results of the quantitative phase showed that victimization is positively predicted by behavioral inhibition, while it is negatively predicted by maternal and paternal care, and peer relationships. The results of the qualitative phase were consistent with the results of the quantitative phase. In addition, new characteristics and concepts emerged from the qualitative data, such as the victim's characteristics (low self-esteem, inability to support oneself and express one's opinion, low success, victim diversity). Therefore, a complex and comprehensive profile of school victims was developed through the mixed methodology, which includes the child's behaviors and characteristics and parental and social factors. The research results are useful for designing prevention and intervention programs related to children and adolescents' psycho-emotional empowerment.
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... Applying this definition to family contexts, sustained aggression between siblings in which the recipient does not have the power to stop the aggression is bullying (Naylor et al., 2011), even though the phenomenon are not consistently labeled as such (Krienert & Walsh, 2011). Patterns of aggression among siblings are often normalized (Pickering & Sanders, 2017;Skinner & Kowalski, 2013; and can be especially damaging when an individual must deal with a bullying sibling and a parent who will not intervene (Bouchard et al., 2019;Green, 1984;Kim & Kim, 2019). Sibling bullying is less likely to be reported outside of the family and parents are less likely to respond to reports of it than are teachers to peer bullying at school (Hoetger et al., 2015). ...
... There are seminal longitudinal studies conducted in the USA and UK (Dantchev & Wolke, 2019a;Toseeb & Wolke, 2022;Tucker, Finkelhor, & Turner, 2019) linking sibling bullying to negative mental health consequences (stretching from young ages until adulthood). There are also studies in Australia (Tanrikulu & Campbell, 2015), China (Qing et al., 2022), Korea (Kim & Kim, 2019), Ireland (Foody et al., 2020), Israel (Wolke & Samara, 2004), and Turkey showing the prevalence of sibling bullying in different countries. In light of the many negative outcomes, more studies need to examine sibling bullying (Dantchev & Wolke, 2019b;Hoetger et al., 2015), prevalence across biological sex , and intercountry comparisons. ...
... An explanation may involve more direct communication patterns, fewer social desirability norms regarding the disclosure of bullying experiences, and more normalized directness among siblings' relational development in Estonian culture compared to Argentina and the United States. Estonian culture may socialize females to address bullying more directly as it occurs, which doesn't preclude females from being victimized more than males, but it may explain why they reported higher rates of being a bully than a victim compared to females in the U. S. Future studies should research how family members respond to (or ignore) violence and aggression within the family context across different countries (Kim & Kim, 2019). Explanations of this kind are anticipated to involve communication patterns and expectations regarding norms for negotiating power in interactions with others. ...
Sibling bullying reported by emerging adults: Profiling the prevalence, roles, and forms in a cross-country investigation
Article
Full-text available
  • May 2024
Prevalence estimates of sibling bullying indicate it occurs more frequently and with more negative consequences than peer bullying, yet many countries do not track or investigate the phenomenon. University students from Argentina, Estonia, and the United States were surveyed to investigate their retrospective experiences involving sibling bullying, how often it occurred, the roles held, and the forms communicated. In the aggregated data, roughly 50 % of the sampled emerging adults (N = 3477) reported experience with sibling bullying, with the dual role of bully-victim being the most frequently reported role held by males and females, with the second role being bully for males and victim for females. Verbal forms of bullying were most frequently reported by males and females, with physical, relational, and technological forms occurring less frequently, indicating the importance of studying the messages conveyed during bullying incidents. Variations between biological sex, bullying role and form were detected that indicate siblings experience bullying in ways that are unique from peer bullying. Country comparisons revealed bullying frequencies varied among males and females, suggesting sibling bullying experiences are likely to be culturally influenced. More research is warranted to examine the negative impact bullying has on sibling psycho-social development and the potential transfer to non-familial relationships and contexts. Discussion of these findings and the implications for academics and practitioners alike is provided.
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... As previously mentioned, the literature points to a significant link between the presence of sibling violence and peer bullying (e.g., [37,40,42,[45][46][47][48][49]). Tucker et al. (2014) [42] (p. ...
... Thus, it can be argued that adopting the role of aggressor in a relationship between siblings (psychological and sexual aggressions) enhances the performance of the same role in bullying (social exclusion and verbal aggression and physical aggression). The literature also points to a relationship between sibling aggression and school bullying (e.g., [42,44,45,48,52]). ...
Sibling Violence and Bullying Behaviors in Peers: The Mediational Role of Self-Esteem
Article
Full-text available
In the context of the existing research on families, sibling violence is a less explored area. However, it has seemingly received more attention recently, and it can assume a relevant role in understanding the maladaptive behavior of youngsters and bullying. Additionally, adolescents involved in bullying and self-esteem are associated with disruptive violence inside the family context. This study’s sample consisted of 286 students, aged between 12 and 17 years, from both sexes. This study intends to explore the association between sibling violence and bullying behavior in peers and the mediator effect of self-esteem. The measures for data collection were a demographic questionnaire, the Social Exclusion and School Violence Questionnaire, The Revised Conflict Tactics Scales (Portuguese version for siblings), and the Rosenberg Self-Esteem Scale. The results show a negative effect between negotiation in the sibling relationship (victimization) and social exclusion and verbal aggression related to bullying behavior. Self-esteem represents a total and negative mediator in this connection. Our results also show a variety of indirect outcomes amongst the negotiation dimension, psychological aggression and injury between siblings, and the social exclusion and verbal aggression dimensions (on the aggression and victimization scales). The results will be discussed according to the attachment theory but considering the importance of affective bonds with siblings as a predisposing factor to an adaptive development course.
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... This is particularly true in cases of sexual abuse, where adolescents who run away from home and become homeless are at greater risk of associating with deviant peers and engaging in risky behaviors [52]. Meanwhile, abused children may also be at increased risk of bullying perpetration because of hostile or aggressive behaviour toward peers [53]. It is worth noting that more attention should be paid to children during adolescence-a period of rapid physical and mental development-when friendships and peer relationships are crucial [54]. ...
Association of child maltreatment and school bullying among Chinese adolescents: the mediating role of peer relationships
Article
Full-text available
  • Sep 2024
  • BMC PUBLIC HEALTH
Background School bullying, a serious problem for the physical and mental health of adolescents, is presently a significant issue in China. It is essential to recognize and comprehend potential risk factors and establish efficient preventive strategies. The purpose of this study was to examine the association between childhood maltreatment and school bullying in adolescents and to assess the mediating role of peer relationships. Methods Between March and April 2024, a cross-sectional survey was conducted among 2119 adolescents aged between 12 and 18 years in Guangdong Province, China. Self-report questionnaires were employed to collect data on childhood maltreatment, school bullying, and peer relationships. Subgroup analyses and mediating effects modeling were employed to analyze the data. Results The results indicated that adolescents who had experienced maltreatment were more at risk of bullying victimization (OR: 2.92, 95% CI: 2.34–3.64, P < 0.001), bullying perpetration (OR: 2.84, 95% CI: 1.99–4.05, P < 0.001), and bully-victimization (OR: 2.93, 95% CI: 1.95–4.41, P < 0.001), compared to adolescents who have not. Sexual abuse showed the most significant connection with all forms of bullying. The mediating effect of peer relationships was found to mediate the association between child maltreatment and bullying behaviour. The results indicated that worse peer relationships may exacerbate the adverse effects of maltreatment experiences and increase the risk of adolescents becoming bullies, either perpetrators or victims of bullying. Conclusions Child maltreatment has been identified as one of the most significant influences on bullying behaviour in adolescents. The quality of peer relationships has been demonstrated to play an important role in preventing and reducing the occurrence of bullying. The results underscore the crucial role of early intervention in cases of child maltreatment and the fostering of positive peer relationships in schools.
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... Nonetheless, the research on gender differences in the associations between friendship quality and peer victimization has been equivocal. For example, Kim et al. (2019) observed that poor friendship quality was associated with higher peer victimization for males but not for females, while Bagwell and Schmid (2011) did not find evidence that gender moderated the associations between friendship quality and peer victimization. These inconsistent findings underscore the need for further examination of the role of gender in the reciprocal relations between friendship quality and distinct forms of peer victimization. ...
Reciprocal Links Between Friendship Quality and Peer Victimization Among Middle Adolescents
Article
Full-text available
  • Dec 2023
There is a robust association between friendship quality and victimization in adolescence; yet, it remains unclear whether friendship quality may be linked causally with different forms of victimization in middle adolescence. To fill this gap, this study examines the bidirectional associations of friendship quality and relational/verbal victimization with data collected at two time points, 6 months apart, in a sample of 671 middle Chinese adolescents (Mage = 15.63, SDage = 0.73, 49% males). Cross-lagged panel analyses revealed a two-way relationship between friendship quality and victimization, which existed in both verbal and relational victimization. Multi-group panel analyses observed that the cross-lagged associations between friendship quality and relational/verbal victimization were only found for males, but not for females. This result suggests that adolescent males’ victimization is both affected by and a predictor of friendship quality, with implications for youth prevention programs.
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Modeling the Relationship between Bullying and each of the Attachment Style and Friendship Quality among Tenth-grade Students inside the Green Line
Article
Full-text available
  • Jan 2025
The current study aimed to investigate the relationship between bullying behavior and each of the attachment style and the quality of friendship among tenth grade students inside the green line. To achieve this goal, the correlational methodology was adopted by applying three measures: bullying, attachment styles, and friendship quality, on an available sample of (567) male and female students. The results of the path analysis showed that there were direct, statistically significant effects between attachment and bullying styles, and statistically significant indirect effects between attachment and bullying styles through the quality of friendship.
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The Associations Between Parenting and Bullying Among Children and Adolescents: A Systematic Review and Meta-Analysis
Article
Full-text available
  • Nov 2024
  • J YOUTH ADOLESCENCE
Parenting styles are closely related to bullying behavior in children and adolescents. However, differences in study design and inconsistent results create uncertainty regarding the relationship between parenting and bullying. This study aimed to evaluate the associations between four parenting styles and bullying perpetration/victimization through a meta-analysis, identifying sources of study heterogeneity by examining moderating effects. This meta-analysis included 107 studies with 624 effect sizes and 162203 participants (49.28% female, Mage = 13.51, SDage = 2.56). Results indicated that positive parenting was negatively correlated with bullying perpetration and victimization, while negative/harsh parenting and uninvolved parenting were positively correlated with bullying perpetration and victimization. A positive correlation was also found between psychologically controlling parenting and bullying victimization (not perpetration). Significant moderating variables included the identity of the caregiver, country of origin, ethnic group, reporter of parenting, reporter of bullying, and measure of bullying. Specifically, the mother’s psychological control was more related to bullying perpetration and victimization than the father’s. Compared to other countries and ethnic groups, the relationships between psychologically controlling parenting or negative/harsh parenting and bullying were more positive in studies of Chinese and Asians. The relationship between negative/harsh parenting and bullying demonstrated a greater effect size in self-reported measures of parenting and bullying. Finally, a stronger correlation was found between negative/harsh parenting and bullying victimization when using the Olweus Bully/Victim Questionnaire to measure bullying. The current study deepens the understanding of the relationship between different parenting styles and bullying, emphasizing that adopting appropriate parenting, particularly positive parenting behaviors, helps mitigate bullying issues and achieve positive developmental outcomes for children and adolescents.
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Personal and Interpersonal Antecedents and Consequences of Victimization by Peers
Article
Full-text available
  • Apr 1999
This study was designed to determine whether the personal and interpersonal difficulties that characterize victimized children are antecedents of victimization, consequences of victimization, or both. Boys and girls in the 3rd through 7th grades (N = 173, mean age = 11.3 years) were assessed on victimization, personal variables (internalizing problems, externalizing problems, and physical strength), and interpersonal variables (number of friends and peer rejection). One year later children were assessed again on all variables. Internalizing problems, physical weakness, and peer rejection contributed uniquely to gains in victimization over time. Moreover, initial victimization predicted increases in later internalizing symptoms and peer rejection. These reciprocal influences suggest the existence of a vicious cycle that supports the strong temporal stability of peer victimization.
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The State of Interventions for Sibling Conflict and Aggression: A Systematic Review
Article
Full-text available
  • Dec 2015
  • TRAUMA VIOLENCE ABUS
Sibling conflict and aggression is often a pervasive part of family life that parents want help managing and can have negative effects on children's well-being. The purpose of this systematic review is to evaluate current research regarding programs to reduce sibling conflict and aggression and promote positive sibling relationships. Online databases, reference lists, and Google Scholar were searched using key words and inclusion/exclusion criteria were applied. The search located five unique studies of programs focused on school-aged children. Heterogeneity of the studies precluded meta-analysis, but characteristics of the studies were systematically described. Three interventions were aimed at directly improving children's social skills and two interventions trained parents on mediation techniques to use during sibling conflicts. Overall, of the four studies that included assessment of children's social skills, the results were positive. Two of the three studies that evaluated sibling relationship quality demonstrated improved sibling interactions compared with the control group. With further research and evidentiary support, these programs have promise to modify sibling behaviors as part of current parenting education programs or as a stand-alone program to address sibling conflict and aggression.
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Bullying and Internalizing Problems: Gender Differences and the Buffering Role of Parental Communication
Article
  • Mar 2013
Bullying is a widespread problem facing American adolescents. A better understanding of factors that may moderate the impact of bullying is important given its negative consequences for well-being. This study examines the association between bullying experiences and internalizing problems among a nationally representative sample of young adolescents. Additionally, we consider the ease of parental communication as a potential moderating factor in these associations. Using a structural equation modeling technique, results suggest that bullying is characteristically different for adolescent boys and girls and that its association with internalizing problems is stronger for adolescent females. Results also indicate that parental communication moderates the association between bullying and internalizing problems; higher levels of parental communication buffer adolescents against the negative influence of bullying.
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