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The Journal of Early Adolescence
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Bullying and Stress in Early Adolescence

The Role of Coping and Social Support

Chiaki Konishi

University of British Columbia, ckonishi{at}interchange.ubc.ca

Shelley Hymel

University of British Columbia

Prior research from Norway and Japan has demonstrated positive relationships between stress and bullying—The more stress students experience, the more they engage in bullying. The modest correlations, however, suggest that other variables may moderate the stress-bullying link, serving as protective factors that make such negative responses to stress less likely for some individuals. This study examined the stress-buffering roles of coping and social support in reducing the likelihood of bullying in response to stress. Students in Grades 5-7 (N = 312) completed questionnaires assessing stress levels (daily hassles, stressful events), coping strategies (active, avoidance, distraction, support seeking), social support (from peers, family, teachers), and bullying. Consistent with previous research, correlational analyses indicated that stress is significantly related to self-reported bullying but not to peer-assessed bullying. Regression analyses revealed that family support moderated and distraction coping amplified the stress-bullying relationship.

Key Words: bullying • stress • coping • social support • adolescence

This version was published on June 1, 2009

The Journal of Early Adolescence, Vol. 29, No. 3, 333-356 (2009)
DOI: 10.1177/0272431608320126
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