Relationships between family factors and student's bullying behaviors in Hong Kong


Student thesis: Master's Thesis

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  • Sin Ting Sindy LEE


Awarding Institution
Award date14 Jul 2006


This study aims at identifying relationships between family factors and student’s bullying behaviors. Based on the empirical data collected, it also aims to explore ways for preventing student’s bullying behavior in Hong Kong. An integrated theoretical model, which integrates social learning theory, attachment theory and communication theory, will be adopted to explain how families and perceived parenting are associated with school bullying. A survey covering a representative sample of students from all registered primary and secondary schools has been conducted in Hong Kong. Altogether 778 valid questionnaires from 3 primary schools and 3 secondary schools have been collected. Results reveal that bullying behavior is significantly correlated with perceived parental styles, parent-child relationship and parent-child communication. Based on the result of detailed statistical analyses, no causal path running directly to bullying behavior from authoritarian parental styles, parent-child relationships and parent-child communication is found. Nevertheless, there is indirect relationship between family factors and school bullying. The effects of family factors on school bullying pass through variables such as peer influence and perceived attitudes towards a harmony school. The findings provide important insights to the further development of bullying preventive and treatment strategies of school bullying such as preventive family educational measures and whole-school anti-bullying approach.

    Research areas

  • Bullying in schools, Family relationships, Hong Kong, Students, China