Subjective Well‑being, Bullying, and School Climate Among Chilean Adolescents Over Time

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dc.contributor.authorVarela, Jorge J.
dc.contributor.authorSánchez, Paulina A.
dc.contributor.authorGonzález, Constanza
dc.contributor.authorOriol, Xavier
dc.contributor.authorValenzuela, Pilar
dc.contributor.authorCabrera, Tamara
dc.date.accessioned2022-03-25T20:30:35Z
dc.date.available2022-03-25T20:30:35Z
dc.date.issued2021
dc.description.abstractNegative relationships among peers, such as bullying, are risk factors for children’s life satisfaction (LS). This is due to their negative impact on youth development over time. LS refers to the evaluation people make of their lives and overall quality of life. Within the school context, there are several important dimensions to the development of LS among adolescents, such as peer relationships and also school climate. School satisfaction and school bonding are two dimensions of school climate which can afect the occurrence of bullying during the adolescence. Although there has been substantial research on children’s LS, little research has been done in South America using longitudinal data to examine the importance of school variables that infuence bullying and LS. Thus, the purpose of the study is to examine the long-term efect of school satisfaction, bonding, and bullying on adolescent LS one year after bullying victimization. Structural equation modeling was used on a sample of 555 Chilean adolescents with a mean age of 13.5 years old of which 42.9% are females. School satisfaction was negatively related to bullying perpetration, but not to bullying victimization. Conversely, school bonding was negatively associated with bullying victimization, but not with bullying perpetration. Lastly, bullying victimization was associated with lower levels of LS one year after the experience, even when controlling for age and gender. Bullying perpetration had no efect on LS. These results highlight the importance of school variables and peer relationships for adolescent LS development over time and reinforce the importance of preventative initiatives in schools.es
dc.description.versionVersión aceptadaes
dc.identifier.citationVarela, J.J., Sánchez, P.A., González, C. et al. Subjective Well-being, Bullying, and School Climate Among Chilean Adolescents Over Time. School Mental Health 13, 616–630 (2021). https://doi.org/10.1007/s12310-021-09442-wes
dc.identifier.urihttps://doi.org/10.1007/s12310-021-09442-wes
dc.identifier.urihttp://hdl.handle.net/11447/5810
dc.language.isoenes
dc.relation.projectFONDECYT Iniciación N° 11170746, CONICYT, Chilees
dc.subjectSubjective well-beinges
dc.subjectBullyinges
dc.subjectSchool climatees
dc.subjectChilees
dc.subjectAdolescencees
dc.titleSubjective Well‑being, Bullying, and School Climate Among Chilean Adolescents Over Timees
dc.typeArticlees
dcterms.sourceSchool Mental Healthes

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