Childhood Adversity and School Bullying Victimization among Left-Behind Children:The Moderating Role of Mediated Parent-Child Communication
School bullying is a major concern for society,and the unique status of left-behind chil-dren in the social and familial system makes bullying in this group even more deserving of attention.Through a questionnaire survey,544 left-behind children aged 8-18 whose parents were both migrated to other cities for work were used to investigate the association between gender,age,childhood adversi-ty and school bullying victimization,and to examine the impact of childhood adversity on school bull-ying victimization and its five subtypes,as well as the protective role of mediated parent-child communi-cation.The results indicated that left-behind boys were more likely than girls to be bullied at school;that left-behind children with more childhood adversity were more likely to be bullied at school;that childhood adversity positively associated with school bullying victimization,indirect bullying victimiza-tion,sexual bullying victimization and cyberbullying victimization;and that there were deviations in the moderating effects of parent-child communication on the effects of childhood adversity on school bull-ying victimization and its subtypes:Mediated parent-child communication with mothers moderated the effects of childhood adversity on school bullying victimization,indirect,cyber and sexual bullying vic-timization,while mediated parent-child communication with father moderated the effects of childhood adversity on cyberbullying victimization.Based on the existing findings,the study uses mediated par-ent-child communication as a crucial component in an attempt to suggest intervention strategies to miti-gate school bullying among left-behind children.
Left-behind childrenChildhood adversitySchool bullyingMediated parent-child communication
万方数据
维普
