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Using 2018 PISA data and binary logistic regression, findings show teacher emotional, instrumental, and informational support reduce being bullied and victimization. Student belonging, cooperative school environment, and classroom disciplinary climate buffer victimization, while school competition increases exposure, informing anti-cyberbullying efforts after COVID-19.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/influences-of-teachers-students-and-school-climate-on-bullying-victimization-evidence-from-china/595169/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/influences-of-teachers-students-and-school-climate-on-bullying-victimization-evidence-from-china/595169.png","ImageObject",300,407,{"name":42,"@type":43},"Bulrr","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main purpose of the study?","Question",{"text":63,"@type":64},"To explore how multiple school-related predictors from teachers, students, and school climate are associated with Chinese adolescents’ experiences of bullying victimization.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which data and method were used to analyze bullying victimization?",{"text":68,"@type":64},"The study used 2018 Program for International Student Assessment data and applied binary logistic regression analyses.",{"name":70,"@type":61,"acceptedAnswer":71},"How do teacher support and student/environmental factors relate to bullying victimization?",{"text":72,"@type":64},"Teacher emotional, instrumental, and informational support are negatively associated with victimization, while students’ sense of belonging, cooperative school environment, and classroom disciplinary climate buffer victimization. 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Shanghai Sanda University, Shanghai, China  \n2. Shanghai Zhongqiao Vocational and Technical University, Shanghai, China;  \n3. Chapman University, California, USA  \n\n| Abstract: Given the common occurrence of school bullying incidents and high prevalence rates of victimization in China, this study aims to explore the association between multiple school-related predictors and Chinese adolescents’ overall experiences with bullying victimization. Guided by the social-ecological framework for violence prevention, this study integrated different factors involving teachers, students, and school climate into one single research to detect the bullying problem more systematically and holistically. Further, the study applied the data from the 2018 Program for International Student Assessment while utilizing binary logistic regression analyses to perceive anti-bullying variables and their relationships with bullying victimization. The study revealed that teachers’ emotional, instrumental, and informational support other than appraisal support were negatively associated with students’ experiences of being bullied and victimized. The research also indicated that students’ sense of belonging, a cooperative school environment, and classroom disciplinary climate played a buffering role in bullying victimization while competition in school settings adversely increased overall bullying exposure. The results have highlighted the integration of various predictors in influencing multiple social relations and school environments to battle against in-person bullying. The results also have implications for stopping cyberbullying to achieve inclusive school education for all in the post-COVID-19 era.\u003Cbr>Best Evidence in Chinese Education 2022; 12(1):1547-1571.\u003Cbr>Doi: 10.15354/bece.22.or065 |\n| --- |\n| How to Cite: Zhu, Y., & Teng, Y. (2022). Influences of teachers, students and school climate on bullying victimization: Evidence from China. Best Evidence in Chinese |\n\nEducation, 12(1):1547-1571.  \nKeywords: Bullying Victimization, Classroom Disciplinary Climate, Cooperation and Competition, Sense of Belonging, Teacher Support  \nAbout the Authors: Ying Zhu, Shanghai Sanda University, Shanghai, China; and Chapman University, California, [USA. E-mail:](USA. E-mail: yinzhu@chapman.edu)[ y](USA. E-mail: yinzhu@chapman.edu)[inzhu@chapman.edu](USA. E-mail: yinzhu@chapman.edu)  \nCorrespondence to: Yiying Teng, Shanghai Zhongqiao Vocational and Technical University, Shanghai, China; and  \nChapman University, California, [USA. E-mail:](USA. E-mail: yiteng@chapman.edu)[ y](USA. E-mail: yiteng@chapman.edu)[iteng@chapman.edu](USA. E-mail: yiteng@chapman.edu)  \nAuthor Contribution: Zhu and Teng contributed equally to the design, draft, critical revision, and final agreement of the present article to be published.  \nConflict of Interests: None.  \n© 2022 Insights Publisher. All rights reserved.  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons Attribution-Non Commercial 4.0 License  \n([http://www.creativecommons.org/licenses/by-nc/4.0/](http://www.creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed by the Insights Publisher.  \nTHE significance of bullying prevention and intervention has been well  \naddressed in a series of initiatives taken by the Chinese government, including The Guidance on the Prevention and Treatment of Bullying and School Violence in 2016, Comprehensive Plan on Strengthening the Management of Bullying among Primary and Middle School Students in 2017, and the newly revised Minor Protection Law that took effect in 2021.  \nHowever, school bullying still topped the agenda of this year’s two plenary sessions of China’s politic","cbCaidCHcKMOWj1v","https://ap.wps.com/l/cbCaidCHcKMOWj1v","pdf",723764,29,"English","# Abstract\n## Background and Purpose\n## Framework and Methods\n## Key Findings\n## Implications","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To explore how multiple school-related predictors from teachers, students, and school climate are associated with Chinese adolescents’ experiences of bullying victimization.\"},{\"question\":\"Which data and method were used to analyze bullying victimization?\",\"answer\":\"The study used 2018 Program for International Student Assessment data and applied binary logistic regression analyses.\"},{\"question\":\"How do teacher support and student/environmental factors relate to bullying victimization?\",\"answer\":\"Teacher emotional, instrumental, and informational support are negatively associated with victimization, while students’ sense of belonging, cooperative school environment, and classroom disciplinary climate buffer victimization. Competition in school settings increases overall bullying exposure.\"}]","Influences of Teachers, Students and School Climate on Bullying Victimization - Evidence from China | PDF",1792080561,73]