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The Journal of Early Adolescence
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0272431608320126v1
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Article

Bullying and Stress in Early Adolescence: The Role of Coping and Social Support

Chiaki Konishi* and Shelley Hymel

* To whom correspondence should be addressed. E-mail: ckonishi{at}interchange.ubc.ca.


  Abstract
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.

First published on November 5, 2008, doi:10.1177/0272431608320126

The Journal of Early Adolescence 2009;29:333.

A more recent version of this article appeared on June 1, 2009

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