@article{ref1,
title="Negative parenting style and perceived non-physical bullying at school: the mediating role of negative affect experiences and coping styles",
journal="International journal of environmental research and public health",
year="2022",
author="Zhou, Houyu and Wang, Qinfei and Yu, Shuxu and Zheng, Quanquan",
volume="19",
number="10",
pages="e6206-e6206",
abstract="At present, school bullying incidents frequently occur, attracting increased attention from researchers. In this study, we attempt to explore the impact of parenting styles on perceived school non-physical bullying. Four hundred ninety-two students in the fifth and sixth grades of eight primary schools in Zhejiang province were surveyed. To control any potential confounding factors, a randomized sampling survey method was used to distribute questionnaires. The results showed that negative affect experiences, negative coping styles, negative family parenting styles, and the perceived school non-physical bullying were all positively correlated with each other (p < 0.05). Perceived verbal bullying differed significantly by gender, grade, and only/non-only children (p < 0.05). Perceived relationship bullying significantly differed between grades (p < 0.05). The gender difference in perceived cyberbullying also reached a significant level (p < 0.05). The rejection parenting style was shown to be an important factor that may be associated with students' perceived school non-physical bullying; it was observed to be directly associated with students' perceived school non-physical bullying and indirectly associated with students' perceived school non-physical bullying by influencing negative affect experiences and negative coping styles. In conclusion, negative affect experiences and coping styles may have a chain-like mediating effect between the rejection parenting style and students' perceived school verbal bullying. Moreover, negative affect experiences may have a partial mediating effect between the rejection parenting style and students' perceived school cyberbullying, relationship bullying, and non-physical bullying total scores. This study provides first-hand empirical data support for schools, families, and education authorities to guide and manage non-physical bullying incidents in schools. They also provide a theoretical basis for subsequent related research in the field of non-physical bullying.<p /> <p>Language: en</p>",
language="en",
issn="1661-7827",
doi="10.3390/ijerph19106206",
url="http://dx.doi.org/10.3390/ijerph19106206"
}