Does competitive school climate really harm to students’ anti-bullying attitude: empirical evidence from China

Abstract

Abstract Background School bullying remains a social problem and changing students’ attitudes towards bullying is crucial for effective prevention in schools. Based on social-ecological system theory, this study examines how school climate influences anti-bullying attitudes among students. Specifically, it studies how a competitive school environment influences these attitudes, and how students’ competitive attitudes mediate these attitudes. Methods The data for this study comes from The Programmed for International Student Assessment (PISA), which is a global student assessment initiative led by the Organization for Economic Co-operation and Development (OECD). The sample consists of 12,058 Chinese students from the 2018 PISA survey. Data analysis was conducted using STATA (version 14.0) software. Results School competitive climate has a positive and substantial impact on their anti-bullying attitudes (r = 0.1551, p < 0.001). Students’ competitive attitudes are also positively and significantly correlated with their anti-bullying attitudes (r = 0.2249, p < 0.001). Competitive attitudes partially mediate the relationship between the school bullying climate and students’ anti-bullying attitudes. Conclusion In the context of Chinese education, a competitive school climate clearly has a positive effect on students anti-bullying attitudes. Students’ competitive attitudes also act as partial mediator in this relationship. These findings suggest that a healthy school ecosystem that reflects sound value guidance and fair rules is imperative for fostering anti-bullying attitudes in students.

Keywords

• Competitive climate
• Anti-bullying attitude
• Competitive attitude
• School climate