Factors Influencing the Experience of Bullying among Japanese Junior High School Students: Analyses at Class and Individual Levels

Abstract

Objective: The aim of this study was to examine associations among the experiences of bullying and being bullied, cohesion of classmates, time perspectives, family structures, and economic situations.

Methods: Between December 2012 and January 2013, a survey was conducted involving students in all grades of eight public junior high schools (N=2,968). The experiences of bullying and being bullied were classified into binary variables. There were four questions based on a four-grade assessment exploring the students’ ties with other classmates. The mean of each class was calculated and defined as the value representing the “cohesion of the class.” A univariate logistic regression analysis was conducted with the experience of bullying as the objective variable, and the experience of being bullied, cohesion of the class, time perspectives, family structures, and economic situations as explanatory variables.

Results: The higher the cohesion of the class, the lower the odds ratio of the experience of bullying (Males: OR=0.44, 95% CI=0.29–0.67; Females: OR=0.59, 95% CI=0.37–0.95). For both male and female students, there was a positive association between the experience of bulling and being bullied, and a negative association between self-fullness and acceptance of past.

Discussion: These results suggest that the cohesion of classmates is associated with a decrease in the experience of bullying. To develop measures for the prevention of bullying, it is important to nurture trusting relationships at the class level. It is also necessary to promote self-fullness and acceptance of past as personal factors.