Chapter Ii

CHAPTER II: REVIEW OF RELATED LITERATURE
Foreign Studies
Several researchers have attempted to understand the nature of bullying and its
predictors. Investigations of the individual factors of perpetrators and victims have
attracted the attention of many researchers. Notably, the findings slightly differ based on
the age group studied because bullying has been shown to decline with age: Bullying
peaks when individuals are approximately 11 years old and tends to decrease until the
age of 18 years (Currie et al., 2012; Hymel & Swearer, 2015). This age trend has been
supported by several researchers. Pepler, Jiang, Craig, and Conn (2008) found that
bullying increased in elementary school and through the transition to high school it
decreased. The findings of Craig et al. (2009) and Vaillancourt et al. (2010) have also
indicated that bullying appears less widespread among older students. Another
individual factor affecting bullying is gender. Males were found to be associated with the
victims of bullying (García-Fernández, Romera-Félix, CórdobaAlcaide, & Ortega-Ruiz,
2018). However, some research indicated that males under report their direct bullying
victimization because of lower self-worth and higher loneliness (Betts, Spenser, &
Gardner, 2017). This situation may also be explained by gendered expectations
(Padavic & Reskin, 2002).
Research shows that the influence of school bullying is extensive and

detrimental. However, recent analyses suggest that school bullying only accounts for
about 7% of the variance or a small proportion of the variability in suicidality (Hinduja &
Patchin, 2010;Nickerson & Torchia, 2015). This suggests that although bullying may
influence SI, other experiences (such as family conflict, substance use, mental health
symptoms) may mediate the relationship between school bullying and SI. Therefore, if
an adolescent feels that she or he has been ill-treated or bullied, have no or little control
to change the event, and also perceive this event is unjust, then they are likely to
experience a negative emotional response, associated with depression, anxiety, and, or
substance use (Reed et al., 2015). Whether school bullying is direct or indirect, victims
are, unfortunately, isolated from peers (Idsoe et al., 2012;Nickerson & Torchia,
2015) and designated as outcasts within their social networks, which increases their
susceptibility for SI and attempts (Mayes et al., 2014). This strain or stressor also
increases the likelihood that the adolescent will engage in negative health seeking
behaviours, such as substance use and sexual risk (Espelage et al., 2012).,
2010;Nickerson & Torchia, 2015). Adding variables (e.g., family conflict, depressive and
anxiety symptoms, and substance use) that were predictive of SI increased the
variability among males and females.
The present study contributes crucial knowledge to our comprehension of

the potential mechanisms through which different papers showed that bullying has
may affect adolescents’ mental health. The results of a negative impact on mental
health. Victim students often face more problems than bully students. Results show
that victims exhibit internalizing symptoms such as low self-esteem, immaturity, and
loneliness, as well as poor communication and problem-solving abilities. Victims also
had psychosomatic symptoms (KUMPULAINEN, et al 1998). The concurrent
association between social anxiety and peer victimization was validated in a 2009 study
by Siegel et al. Additionally, the study found that social anxiety both predicts and
is predicted by peer discrimination across time. Depression was predicted by both
being a bully and being bullied. Adolescents who suffer from depression may lose
their confidence and social abilities, making them targets of bullying from their peers
(Heino et al, 2010). Suicide is the third leading cause of mortality in children and
adolescents around the world
(WHO, 2021).
Any form of bullying is linked to suicidal thoughts and actions (Holt, et al 2014,
Kim and Leventhal, 2008). The drastic effect of repeated bullying is committing
suicide (Hinduja and Patchin,2010). According to a Yale University study ("Bullying
and Suicide," n.d.), bully victims had a 2-9 times greater propensity to attempt
suicide than non-victims. Bullying also affects the bystanders who witness bullying or
observe bullying may feel anxious about being the next target or guilty for not
intervening in stop-bullying. When bystanders are habitual to observe frequent
bullying, they have less empathy for the victim students (Singh and Singh, 2021).
As we can see, bullying has now become a very big problem all over the world.
Bullying should not be underestimated because it may harm adolescents in different
ways, everyone should be aware of this, take it seriously and try to sensitize children
towards bullying and its drastic impact on him/her or others

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CHAPTER II: REVIEW OF RELATED LITERATURE

Research shows that the influence of school bullying is extensive and

The present study contributes crucial knowledge to our comprehension of

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