How Does Individualism-Collectivism Relate to Bullying Victimisation?
Tóm tắt
Large-scale surveys have pointed to considerable country variations in the prevalence and nature of bullying victimisation. In seeking to explain these, one possible explanatory factor has been the cultural values of a country, such as expounded by (Hofstede 1980; Hofstede et al. 2010). Of his six dimensions of cultural values, the most investigated in relation to aggression and bullying has been that of individualism-collectivism (IDV). The theoretical background and several empirical studies have suggested more aggression in individualist societies, but the evidence has been mixed and often based on small samples. Here, we investigate how the prevalence of victimisation in different countries relates to IDV. We also examine predictions about the proportion of bullying which is relational and the ratio of bullies to victims. We primarily used the Health Behaviour in School-aged Children surveys, available at 3 age groups and over six time points. We also use data from 4 other surveys where appropriate. The overall findings are for less victimisation in individualist societies, but only in more recent years; some support for a greater proportion of relational victimisation in individualist societies and a higher ratio of bullies to victims in collectivist societies. The findings are discussed in relation to other factors, and a hypothesis is advanced that regulatory frameworks and resources have reduced victimisation primarily in more individualist societies in the last two decades.
Từ khóa
Tài liệu tham khảo
Bergeron, N., & Schneider, B. H. (2005). Explaining cross national differences in peer-directed aggression: a quantitative synthesis. Aggressive Behavior, 31, 116–137.
Bergmuller, S. (2013). The relationship between cultural individualism-collectivism and student aggression across 62 countries. Aggressive Behavior, 39, 182–220. https://doi.org/10.1002/ab/21472.
Butler, D., Kift, S., & Campbell, M. (2009). Cyber bullying in schools and the law: is there an effective means of addressing the power imbalance. eLaw Journal, 16, 84–114.
Campbell, M., Kettle, M., & Sundaram, S. (2018). Societal and cultural considerations in understanding peer bullying in India. In P. K. Smith, S. Sundaram, B. Spears, C. Blaya, M. Schäfer, & D. Sandhu (Eds.), Bullying, cyberbullying and pupil well-being in schools: comparing European, Australian and Indian perspectives (pp. 26–44). Cambridge: Cambridge University Press.
Chaux, E., Molano, A., & Podlesky, P. (2009). Socio-economic, socio-political and socio-emotional variables explaining school bullying: a country-wide multilevel analysis. Aggressive Behavior, 35, 520–529.
Currie, C., et al. (Eds.). (2012). Social determinants of health and well-being among young people. Health Behaviour in School-aged Children (HBSC) study: international report from the 2009/23010 survey. Copenhagen: WHO Regional Office for Europe.
Forbes, G., Zhang, X., Doroszewicz, K., & Haas, K. (2009). Relationships between individualism-collectivism, gender, and direct or indirect aggression: a study in China, Poland and the US. Aggressive Behavior, 35, 24–30. https://doi.org/10.1002/ab.20292.
Gaffney, H., Ttofi, M.M., & Farrington, D.P. (2019a). Evaluating the effectiveness of school-bullying prevention programs: An updated meta-analytical review. Aggression and Violent Behavior (in press).
Gaffney, H., Farrington, D.P., Espelage, D.L. & Ttofi, M.M. (2019b). Are cyberbullying intervention and prevention programs effective?: a systematic and meta-analytical review. Aggression and Violent Behavior (in press).
Görzig, A., Milosevic, T., & Staksrud, E. (2017). Cyberbullying victimisation in context: the role of social inequalities in countries and regions. Journal of Cross-Cultural Psychology, 48(8), 1198–1215.
Greene, M. B. (2006). Bullying in schools: a plea for a measure of human rights. Journal of Social Issues, 62, 63–79.
GSHS survey results (2018). http://www.who.int/chp/gshs/datasets/en/index.html. Accessed 2 Jan 2019
Hofstede, G. (1980). Culture’s consequences: international differences in work-related values. Beverly: Sage.
Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations: software of the mind. New York: McGraw-Hill.
Inchley, J., et al. (Eds.). (2016). Growing up unequal: gender and socioeconomic differences in young people’s health and well-being: Health Behaviour in School-aged Children (HBSC) study: International report from the 2009/23010 survey. Copenhagen: WHO Regional Office for Europe.
Ji, L., Zhang, W., & Jones, K. (2016). Children’s experience of and attitudes towards bullying and victimization: a cross-cultural comparison between China and England. In P. K. Smith, K. Kwak, & Y. Toda (Eds.), School bullying in different cultures: eastern and western perspectives (pp. 170–188). Cambridge: Cambridge University Press.
Jimerson, S. R., Swearer, S. M., & Espelage, D. L. (2010). Handbook of bullying in schools: an international perspective. New York: Routledge.
Knoll, L. J., Magis-Weinberg, L., Speekenbrink, M., & Blakemore, S.-J. (2015). Social influence on risk perception during adolescence. Psychological Science, 26(5), 583–592.
Koo, H., Kwak, K., & Smith, P. K. (2008). Victimization in Korean schools: the nature, incidence and distinctive features of Korean bullying or wang-ta. Journal of School Violence, 7, 119–139.
Lansford, J. E., et al. (2012). Boys’ and girls’ relational and physical aggression in nine countries. Aggressive Behavior, 38, 298–308.
Li, Y., Wang, M., Wang, C., & Shi, J. (2010). Individualism, collectivism, and Chinese adolescents’ aggression: intracultural variations. Aggressive Behavior, 36, 187–194.
Livingstone, S., Haddon, L., Görzig, A., & Ólafsson, K. (2011). Risks and safety on the internet: the perspective of European children. Full findings. LSE, London: EU Kids Online.
Lykken, D. T. (1968). Statistical significance in psychological research. Psychological Bulletin, 70, 151–159.
Migliaccio, T., & Raskauskas, J. (2015). Bullying as a social experience: social factors, prevention and intervention. Dorchester: Ashgate.
Morita, Y., Soeda, H., Soeda, K., & Taki, M. (1999). Japan. In P. K. Smith, Y. Morita, J. Junger-Tas, D. Olweus, R. Catalano, & P. Slee (Eds.), The nature of school bullying: a cross-national perspective (pp. 309–323). London: Routledge.
Mullis, L. V. S., Martin, M. O., Foy, P., & Arora, A. (2012). TIMMS 2011 International Results in Mathematics. Lynch School of Education, Boston College: TIMMS & PIRLS International Study Center.
Nesdale, D., & Naito, M. (2005). Individualism-collectivism and the attitudes to school bullying of Japanese and Australian students. Journal of Cross-Cultural Psychology, 36, 537–556. https://doi.org/10.1177/0022022105278541.
OECD. (2017). PISA 2015 Results (Volume III): students’ well-being. Paris: PISA, OECD Publishing. https://doi.org/10.1787/9789264273856-en.
Olweus, D. (1996). The Olweus Bully/Victim Questionnaire. Revised version. Mimeo. Bergen: Research Center for Health Promotion (HEMIL), University of Bergen.
Olweus, D. (2013). School bullying: development and some important challenges. Annual Review of Clinical Psychology, 9, 751–780.
Oyserman, D., Coon, H. M., & Kemmelmeier, M. (2002). Rethinking individualism and collectivism: evaluation of theoretical assumptions and meta-analyses. Psychological Bulletin, 128, 3–72.
Pfundmair, M., Aydin, N., Du, H., Yeung, S., Frey, D., & Graupmann, V. (2015). Exclude me if you can: cultural effects on the outcomes of social exclusion. Journal of Cross-Cultural Psychology, 46, 579–596. https://doi.org/10.1177/0022022115571203.
Rigby, K., & Smith, P. K. (2011). Is school bullying really on the rise? Social Psychology of Education, 14, 441–455.
Samara, M., & Smith, P. K. (2008). How schools tackle bullying, and the use of whole school policies: changes over recent years. Educational Psychology, 28, 663–676.
Sebastian, C., Viding, E., Williams, K. D., & Blakemore, S.-J. (2010). Social brain development and the affective consequences of ostracism in adolescence. Brain and Cognition, 72, 134–145.
Sittichai, R., & Smith, P. K. (2015). Bullying in South-East Asian countries: a review. Aggression and Violent Behavior, 23, 22–35.
Smith, P.K. (2017). School-wide interventions for bullying: what works? In P. Sturmey (ed.) Wiley handbook of violence and aggression, volume III, part X: societal interventions. Wiley. 13pp.
Smith, P. K. & Berkkun, F. (2019). How prevalent is contextual information in research on bullying? Scandinavian Journal of Psychology (in press).
Smith, P. K., & López-Castro, L. (2017). Cross-national data on victims of bullying: how does PISA measure up with other surveys? An update and extension of the study by Smith, Robinson, and Marchi (2016). International Journal of Development Science, 11, 87–92.
Smith, P. K., Robinson, S., & Marchi, B. (2016). Cross-national data on victims of bullying: what is really being measured? International Journal of Developmental Science, 10, 9–19. https://doi.org/10.3233/DEV-150174.
Smith, P. K., Kwak, K., & Toda, Y. (Eds.). (2016a). School bullying in different cultures: eastern and western perspectives. Cambridge: Cambridge University Press.
Smith, P. K., Kwak, K., & Toda, Y. (2016b). Reflections on bullying in eastern and western perspectives. In P. K. Smith, K. Kwak, & Y. Toda (Eds.), School bullying in different cultures: eastern and western perspectives (pp. 399–419). Cambridge: Cambridge University Press.
Smith, P.K., Gőrzig, A., & Robinson, S. (2018). Issues of cross-cultural variations in cyber-bullying across Europe and beyond. Media@LSE Working Paper Series, WP 49. pp.1–28.
Strohmeier, D., Yanagida, T., & Toda, Y. (2016). Individualism/collectivism as predictors of relational and physical victimization in Japan and Austria. In P. K. Smith, K. Kwak, & Y. Toda (Eds.), School bullying in different cultures: eastern and western perspectives (pp. 259–279). Cambridge: Cambridge University Press.
Volk, A. A., Veenstra, R., & Espelage, D. (2017). So you want to study bullying? Recommendations to enhance the validity, transparency, and compatibility of bullying research. Aggression and Violent Behavior, 36, 34–43.
Waasdorp, T. E., Pas, E. T., Zablotsky, B., & Bradshaw, C. P. (2017). Ten-year trends in bullying and related attitudes among 4th- to 12th-graders. Pediatrics, 139, e20162615.
Yeager, D. S., Fong, C. J., Lee, H. Y., & Espelage, D. L. (2015). Declines in efficacy of anti-bullying programs among older adolescents: theory and a three-level meta-analysis. Journal of Applied Developmental Psychology, 37, 36–51.
Zych, I., Ortega-Ruiz, R., & del Rey, R. (2015). Scientific research on bullying and cyberbullying: where have we been and where are we going. Aggression and Violent Behavior, 23, 1–21.