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24-11-2024 | Empirical Research

When Push Comes to Shove: Unravelling the Developmental and Longitudinal Dynamic Relationship between Bullying and Empathy in Chinese School Children

Auteurs: Yifan Wang, Mengmeng Zhang, Zhiwei Yang, Wenting Ye, Qian Nie, Zhaojun Teng

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 4/2025

Abstract

While bullying has significant long-term impacts on mental health, the developmental relationship between empathy and bullying behaviors remains unclear. Specifically, it is uncertain whether bullying perpetration and victimization predict changes in empathy over time or if empathy influences these behaviors. This study addresses this gap by examining the longitudinal dynamic relationship between empathy, bullying perpetration, and victimization. The sample comprised 3337 Chinese school children (M_age = 11.23 years, SD = 1.60; 47.7% female), followed over six waves across three years. Random intercept cross-lagged panel models (RI-CLPMs) were employed to separate between-person and within-person effects. Results indicated that at the between-person level, empathy, bullying perpetration, and victimization followed decreasing trajectories, with initial empathy negatively associated with both bullying perpetration and victimization. At the within-person level, fluctuations in bullying perpetration and victimization predicted subsequent declines in empathy, while empathy did not significantly predict later changes in bullying perpetration and victimization behaviors. These findings suggest that bullying experiences, whether as a perpetrator or victim, can impair empathy development and that empathy alone may not be sufficient to reduce bullying. This challenges current intervention models focused on empathy enhancement and calls for more nuanced approaches that address the complex dynamics between empathy and bullying.

vorige artikel Cumulative Interpersonal Risk, Non-Suicidal Self-Injury, and Suicide Attempts in Early Adolescence: Between-Person Differences and within-Person Effects

volgende artikel Online Self-Presentation, Self-Concept Clarity, and Depressive Symptoms: A Within-Person Examination

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Although the data is sourced from this longitudinal database, the research questions, aims, analyses, findings, and conclusions do not overlap with those of any other published articles based on this database.

In T1 there was one primary school and one middle school was not participating the current project, which may the reason why a high missing rate of T1 participants.

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Titel: When Push Comes to Shove: Unravelling the Developmental and Longitudinal Dynamic Relationship between Bullying and Empathy in Chinese School Children
Auteurs: Yifan Wang
Mengmeng Zhang
Zhiwei Yang
Wenting Ye
Qian Nie
Zhaojun Teng
Publicatiedatum: 24-11-2024
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 4/2025
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-024-02107-2

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When Push Comes to Shove: Unravelling the Developmental and Longitudinal Dynamic Relationship between Bullying and Empathy in Chinese School Children

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The Dominance of Liking: Uncovering Dyadic and Reputational Effects of Peer and Perceived Teacher Likes and Dislikes on Friendship Dynamics Among Chinese Adolescents

Correction: Interplay of Adolescents’ and Parents’ Mindsets of Socioeconomic Status on Adolescents’ Stress-Related Outcomes

Reciprocal Relationships Between Parental Involvement and Academic Performance in Early Adolescence: A Two-Year Longitudinal Study in China

Psychopathological Symptoms and Resilience Processes among Korean Adolescents in the Context of Neighborhood Disadvantage

Generational Shifts in Adolescent Mental Health: A Longitudinal Time-Lag Study

Are Peer-rejected Adolescents More Likely to Become Bullies or Victims? A Longitudinal Social Network Analysis