Consquences of bullying
How classroom characteristics can reduce psychological problems associated with victimization.
- Doba zahájení: november 2023
- Github projektu
- Preregistrace projektu
- Funding GA ČR: GA23-06289S
- Project status: completed
Abstract
The project aims to map the complex relationships between victimization and psychological problems (depressive symptoms, anxiety, low self-esteem) in early adolescents. The primary goal is to determine to what extent class characteristics play a role in reducing psychological risks associated with victimization. At the same time, the project explores the mechanisms likely to underlie the healthy context paradox explanation: self-blame causal attribution and the quality and number of friendships.
Main assumptions
The main assumption of the study is that the consequences of victimization can vary in severity, partly because it takes place in a varying classroom contexts. For example, whether classmates are aware of the unacceptability of what is happening in the classroom may play a role in how victims of bullying feel. It is important to identify what classroom characteristics can effectively mitigate the effects of bullying.
Data
A sample of approx. 110 classrooms retreived from 6th, 7th and 8th grades from schools in and around Brno and Ostrava will be collected in three waves over a period of 9 months (October 2023, February 2024 and June 2024) by trained administrators. A battery of items (paper-pencil format) will be completed directly in class time (approximately 45 minutes). Students will be given anonymous codes (assigned by the school administration) to ensure anonymity of the data.
Main findings
—WILL BE ADDED—
Project timeline
Project publications
Levková, T., Přibík, A., Klocek, A., & Kollerová, L. (2025). Associations Between School Bullying or Victimization and Students’ Sleep Problems—A Systematic Review and Meta-Analysis. Trauma, Violence, & Abuse, 15248380251361451. https://doi.org/10.1177/15248380251361451
Klocek, A., Kollerová, L., Netík, J., Havrdová, E., D’Urso, G., & Pour, M. (2025). Longitudinal network associations between risk and protective factors for bullying, victimization, and well-being: Effects of an antibullying intervention. Personality and Individual Differences, 244, 113257. https://doi.org/10.1016/j.paid.2025.113257
Kollerová, L., Sweet, T. M., Lee, J. J., Bardach, L., Klocek, A., & Killen, M. (2025, June). Peer dislike and future school adjustment in early adolescence: Recognizing consequences for both boys and girls. In Child & Youth Care Forum (Vol. 54, No. 3, pp. 715-733). New York: Springer US.
Kollerová, L., Lintner, T., Ropovik, I., Klocek, A., Hlinka, J., & Strohmeier, D. (2025). How Students (Dis)like Victimized Classmates: A Longitudinal Network Analysis. Journal of School Violence, 1-13.
Klocek, A., Kollerová, L., Ropovik, I., & Lintner, T. (2026). Specific Negative Outcomes of Bullying or Victimization Forms on Psychological Adjustment. Journal of Emotional and Behavioral Disorders, 10634266261417596.
