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ORIGINAL RESEARCH article

Front. Psychol.
Sec. Personality and Social Psychology
Volume 15 - 2024 | doi: 10.3389/fpsyg.2024.1388301
This article is part of the Research Topic Advancing Understanding and Mitigating Antisocial and Bullying Behaviors: Insights and Strategies for School-Based Intervention View all 3 articles

The Relationship Between School Bullying Victimization and Social Mindfulness in Middle School Students: A Chain Mediating Model of Self-concept Clarity and Cognition Reappraisal

Provisionally accepted
Weijing Yang Weijing Yang Dong Hu Dong Hu Ying Guo Ying Guo *
  • School of Psychology, Sichuan Normal University, Chengdu, China

The final, formatted version of the article will be published soon.

    Objective: To determine the relationship between school bullying victimization and social mindfulness and its mechanism in light of the interdependence and schema theories. Method: The Chinese version of the Delaware Bullying Victimization Scale-student, Emotion Regulation Questionnaire, Self-Concept Clarity Scale and The Social Mindfulness Self-report Scale (SMSRS) were distributed to 553 middle school students. Results: (1) The correlations of school bullying victimization with social mindfulness, self-concept clarity, and cognition reappraisal were statistically significant. (2) School bullying victimization had a significant effect on social mindfulness. (3) The simple mediating role of self-concept clarity and cognition reappraisal between school bullying victimization and social mindfulness were significant. (4) Self-concept clarity and cognition reappraisal played a chain mediating role between school bullying victimization and social mindfulness.

    Keywords: bullying victimization, social mindfulness, self-concept clarity, cognition reappraisal, adolescence

    Received: 12 Mar 2024; Accepted: 23 Jul 2024.

    Copyright: © 2024 Yang, Hu and Guo. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Ying Guo, School of Psychology, Sichuan Normal University, Chengdu, China

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