Study on the Protective Role of Self-Awareness in the Relationship between School Bullying and Adolescent Depressive Tendencies

Sijie Li

doi:10.54097/saknty53

Authors

Sijie Li

DOI:

https://doi.org/10.54097/saknty53

Keywords:

Adolescent Depressive Tendencies, Self-Awareness, Protective Role, Psychological Intervention

Abstract

In the process of adolescent development, school bullying poses a potential threat to mental health, and studies have shown that adolescents who experience bullying have significantly higher rates of depressive tendencies. Existing research has primarily focused on the direct impact of bullying on depression, with less attention given to the buffering role of individual psychological traits. As the psychological foundation for adolescents to understand and regulate themselves, self-awareness plays an important moderating role in the relationship between bullying stress and depressive tendencies. This study analyzes the pathways through which school bullying influences adolescent depressive tendencies, reveals the protective role of self-awareness in blocking negative attribution, regulating stress responses, and providing neuroprotection, and proposes strategies to enhance self-awareness from individual, family, school, and societal levels. It offers a new perspective for the prevention and intervention of adolescent depressive tendencies.

Downloads

Download data is not yet available.

References

[1] Craig W., Harel-Fisch Y., Fogel-Grinvald H., Dostaler S., Hetland J., Simons-Morton B., Molcho M., De Mato M.G., Overpeck M., Due P., et al. A cross-national profile of bullying and victimization among adolescents in 40 countries. Int. J. Public Health. 2009;54:216–224.

[2] Ye Z., Wu D., He X., Ma Q., Peng J., Mao G., Feng L., Tong Y. Meta-analysis of the relationship between bullying and depressive symptoms in children and adolescents. BMC Psychiatry. 2023;23:215.

[3] Aiken L.S., West S.G. Multiple Regression: Testing and Interpreting Interactions. Sage Publications, Inc.; Thousand Oaks, CA, USA: 1991.

[4] Hayes A.F. Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression-Based Approach. Guilford Press; New York, NY, USA: 2013.

[5] Skinner E.A., Zimmer-Gembeck M.J. The development of coping. Annu. Rev. Psychol. 2007;58:119–144.

[6] Espelage D.L., Holt M.K. Bullying and Victimization during Early Adolescence. J. Emot. Abus. 2001;2:123–142.

[7] Moilanen K.L. The Adolescent Self-Regulatory Inventory: The development and validation of a questionnaire of short-term and long-term self-regulation. J. Youth Adolesc. 2007;36:835–848.

[8] Smith P.K., Cowie H., Olafsson R.F., Liefooghe A.P.D. Definitions of bullying: A comparison of terms used, and age and gender differences, in a fourteen-country international comparison. Child Dev. 2002;73:1119–1133.

[9] Skinner E.A., Zimmer-Gembeck M.J. Challenges to the developmental study of coping. New Dir. Child Adolesc. Dev. 2009;2009:5–17.

[10] Strohacker E., Wright L.E., Watts S.J. Gender, Bullying Victimization, Depressive Symptoms, and Suicidality. Int. J. Offender Ther. Comp. Criminol. 2021;65:1123–1142.

[11] Compas B.E., Connor-Smith J.K., Saltzman H., Thomsen A.H., Wadsworth M.E. Coping with stress during childhood and adolescence: Problems, progress, and potential in theory and research. Psychol. Bull. 2001;127:87–127.

[12] Kroenke K., Spitzer R.L., Williams J.B. The PHQ-9: Validity of a brief depression severity measure. J. Gen. Intern. Med. 2001;16:606–613.