Multi-Levels of Influence on Bullying Behavior among High School Students in Saudi Arabia

Abstract

Background: Exposure to bullying behavior can significantly impact the physiological andpsychological well-being of affected adolescents. Despite this, there is a lack of literature in Saudi Arabia addresses the factors influencing bullying behavior among high school students. This study aims to fill some of these gaps by employing modeling analysis to identify the predictive factors that influence the dynamics of bullying behavior. Purpose: To understand the multi-level influences on bullying behavior among high school students in Saudi Arabia. Methods: The study utilized a quantitative, cross-sectional descriptive correlation design and a convenience sampling approach to recruit participants. The proposed population was male and female from grades 10, 11, and 12, aged 16 to 20. Participants completed a self-report survey measuring their (a) demographic background information, (b) bullying behaviors (BCS-A), (c) inventory of Parent and Peer Attachment (IPPA), (d) the School Environment Support, and (f) Difficulties in Emotional Regulation Scale (DERS). Descriptive statistics, frequencies, and multiple linear regression were used to analyze the data. Results: The study identified parental attachment, the school environment, and difficulties in emotional regulation as significant predictive factors affecting student outcomes. Additionally, mediation analysis indicated that difficulties in emotional regulation act as both a partial and a full mediator for bullying behavior. Conclusions: The findings of this study underscore the importance of implementing targeted protective and preventive measures to address bullying within the context of parent-school relationships. There is a clear need for specific strategies to tackle bullying issues in schools. These results have significant implications for stakeholders involved in bullying prevention, including school nurses, mental health professionals, and school psychologists.