Volume 43 Issue 12
Dec.  2022
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LIN Yanmin, ZOU Yehui, YANG Xiaolong, WANG Siji. Relationship between characteristics of school bullying of left-behind children and its relationship with parent-child separation[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2022, 43(12): 1855-1859. doi: 10.16835/j.cnki.1000-9817.2022.12.023
Citation: LIN Yanmin, ZOU Yehui, YANG Xiaolong, WANG Siji. Relationship between characteristics of school bullying of left-behind children and its relationship with parent-child separation[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2022, 43(12): 1855-1859. doi: 10.16835/j.cnki.1000-9817.2022.12.023

Relationship between characteristics of school bullying of left-behind children and its relationship with parent-child separation

doi: 10.16835/j.cnki.1000-9817.2022.12.023
  • Received Date: 2022-07-16
  • Rev Recd Date: 2022-08-15
  • Available Online: 2022-12-30
  • Publish Date: 2022-12-25
  •   Objective  To analyze the relationship between school bullying and parent-child separation of left-behind children, and to provide a theoretical basis for preventing and controlling school bullying of left-behind children.  Methods  A total of 4 945 children aged 7 to 18 in Shangrao City were selected by stratified cluster random sampling to complete the Chinese version of the School Bullying Experience Questionnaire(C-SBEQ), and the differences of school bullying between left-behind and non-left-behind children were compared. The parent-child separation data of 1 791 left-behind children was obtained by self-designed questionnaire, and the influence of parent-child separation characteristics on school bullying of left-behind children was analyzed by binary Logistic regression.  Results  The rates of school bullying, bully victimization and perpetration of left-behind children were 21.3%, 18.3% and 3.0% respectively, which were higher than those of non-left-behind children(15.4%, 12.7%, 2.7%). And there were statistical significance in the detection rates of school bullying among left-behind children in different schooling stages(χ2=9.82, P < 0.05), the detection rates ranked as follows: 21.4% in primary school, 18.9% in junior high school and 14.7% in senior high school. The rate of bullying perpetration among left-behind children was significantly higher in boys (4.8%) than in girls (1.0%)(χ2=14.69, P < 0.05). The rate bully victimization among former left-behind children (children with left-behind experience) in the younger than 7 years group (20.3%) was higher than that in the older than 7 years group(13.4%)(χ2=4.79, P=0.03). There was no significant differences in the detection rate of bullying perpetration among the left behind children with different parent-child separation experiences (P>0.05). Control schooling stages, Logistic regression analysis showed that taking former school-age left-behind children as reference, bully victimization risk of former pre-school left-behind children was 1.64 times(OR=1.64, 95%CI=1.04-2.59, P < 0.05).  Conclusion  School bullying of left-behind children is more severce than that of non-left-behind children. Early occurrence of parent-child separation is associated with higher risk of bullying victimization among left-behind children.
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