Preprint Article Version 1 Preserved in Portico This version is not peer-reviewed

Refusal Parenting Style Is Easier for Students to Perceive Non-physical Bullying in the Upper Grades of Elementary School: Mediation Effect of Negative Affect Experience and Negative Coping Style

Version 1 : Received: 9 January 2022 / Approved: 17 January 2022 / Online: 17 January 2022 (14:09:27 CET)

How to cite: Zhou, H.; Wang, Q.; Yu, S.; Zheng, Q. Refusal Parenting Style Is Easier for Students to Perceive Non-physical Bullying in the Upper Grades of Elementary School: Mediation Effect of Negative Affect Experience and Negative Coping Style. Preprints 2022, 2022010230 (doi: 10.20944/preprints202201.0230.v1). Zhou, H.; Wang, Q.; Yu, S.; Zheng, Q. Refusal Parenting Style Is Easier for Students to Perceive Non-physical Bullying in the Upper Grades of Elementary School: Mediation Effect of Negative Affect Experience and Negative Coping Style. Preprints 2022, 2022010230 (doi: 10.20944/preprints202201.0230.v1).

Abstract

To explore the impact of parenting styles on the perception of campus non-physical bullying, 492 students in upper elementary school grades were surveyed by using the Delaware Bullying Victimization Scale, the Negative Coping Style Scale, the Negative Affect Scale, and the Egna Minnen Beträffende Uppfostran Questionnaire. The questionnaire survey was conducted in the fifth and sixth grades of eight primary schools in Zhejiang province. The results showed that cyberbullying was not significantly related to an anxious parenting style, but negative affect experiences, negative coping styles, negative family parenting styles, and the perception of campus non-physical bullying were all positively correlated with each other (p < 0.05). The refusal parenting style was shown to be an important factor that affected students’ perception of campus non-physical bullying; it was observed to directly affect students’ perception of campus non-physical bullying and indirectly affect students’ perception of campus non-physical bullying by influencing negative affect experiences and negative coping styles. In conclusion, negative affect experiences and negative coping styles had a chain-like mediating effect between the refusal parenting style and students’ perception of campus verbal bullying. Moreover, negative affect experiences had a partial mediating effect between the refusal parenting style and students’ perceptions of campus cyberbullying, relationship bullying, and non-physical bullying total scores. Implications and suggestions based on these results are also discussed.

Keywords

perceiving campus non-physical bullying; Refusal parenting style; negative affect experiences; negative coping style; mediating effect

Subject

BEHAVIORAL SCIENCES, Applied Psychology

Comments (3)

Comment 1
Received: 22 January 2022
Commenter:
The commenter has declared there is no conflict of interests.
Comment: In the abstract, the names of the scales are not necessary in the abstract. Rather, you should mention the key variables in the aim of the study. In addition, please define the non-physical bulling here, since the subtype of non-physical bulling such as cyberbullying is abrupt in the results.
1.3, please change Foreign researchers into Previous researchers.
P4, please change the mode and action force of parenting style into the effect of parenting style; delete where; delete the sentence of the aim of the study.
2.1 remove the interview information into the part of the procedure.
In the discussion, discuss the interesting results of gender and sibling effects.
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Comment 2
Received: 22 January 2022
Commenter:
The commenter has declared there is no conflict of interests.
Comment: In this study, interviews and questionnaires were used to explore the causes and influencing factors of non-physical bullying behaviors of students in senior primary schools. The design of the research conforms to the norms of scientific research, and the research problem is the focus of public attention in schools. This research has many merits worthy of recognition, such as scientific research method, clear argumentation, strict logic, fluent and clear language expression and strong readability.
The results of this study have high theoretical significance and practical guiding value for preventing non-physical bullying behaviors of primary and secondary school students, and have important reference significance and value for primary and secondary school teachers to integrate family education resources and student group resources to intervene students' non-physical bullying behaviors. It also has important enlightening significance on how parents should choose appropriate parenting methods to interact with their children in family education, so as to ensure the sustainable development of children's physical and mental health.
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Comment 3
Received: 22 January 2022
Commenter: Xiaowei Geng
The commenter has declared there is no conflict of interests.
Comment: The present research investigated the impact of parenting styles on the perception of campus non-physical bullying and the mediation of negative affect experience and negative coping style, which is very interesting. However, I have some suggestions as following.
1. The connection between parenting styles and the perception of campus non-physical bullying is not well developed in this manuscript. Furthermore, why negative affect experience and negative coping style play the mediating role between parenting styles and the perception of campus non-physical bullying is not clear. Therefore, I suggest the connection between parenting styles, negative affect experience, negative coping style, and the perception of campus non-physical bullying need to be strengthened.
2. It is not clear to me why the interview was needed.
3. For the measurements, the authors should provide some item examples. In addition, the purpose of every measurement should be clarified.
4. In table 3, dependent variable should be perception of verbal bullying etc. instead of verbal bullying etc.
5.Why are there no coping style in figure 2-4?
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