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<p>Parent–child cohesion, peer acceptance, and teacher emotional support are critical environmental protective factors that influence bullying behavior. The present study aimed to explore the bidirectional associations between these protective factors and bullying perpetration/victimization, as well as the mediating roles of cognitive empathy and affective empathy in these relationships. A three-wave longitudinal cross-lagged panel design was employed to examine the relationships between variables, with approximately six months between each wave. The study included 463 Chinese children aged between 8 and 12&#xa0;years, who completed both self-reported and peer-nominated surveys. Data was collected from two ordinary primary schools located in Sichuan and Shanxi provinces, China. Results indicated that, after controlling for covariates, there was a bidirectional negative relationship between parent–child cohesion and bullying victimization. Peer acceptance negatively predicted bullying perpetration through the mediating role of cognitive empathy. Furthermore, teacher emotional support and cognitive empathy exhibited a bidirectional predictive relationship. This study reveals a bidirectional association between parent–child cohesion and bullying victimization, highlighting cognitive empathy as a protective factor that is associated with a decrease in bullying behavior.</p>

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Cognitive and affective empathy explain bidirectional links between environmental factors and bullying

  • 期刊论文

  • 发表日期：

    2025年8月20日

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  • Zikang Chen,
  • Ruoxin Gao,
  • Jiaqi Li,
  • Yanjie Liu,
  • Yating Lu,
  • Xiaowei Chu

摘要

Parent–child cohesion, peer acceptance, and teacher emotional support are critical environmental protective factors that influence bullying behavior. The present study aimed to explore the bidirectional associations between these protective factors and bullying perpetration/victimization, as well as the mediating roles of cognitive empathy and affective empathy in these relationships. A three-wave longitudinal cross-lagged panel design was employed to examine the relationships between variables, with approximately six months between each wave. The study included 463 Chinese children aged between 8 and 12 years, who completed both self-reported and peer-nominated surveys. Data was collected from two ordinary primary schools located in Sichuan and Shanxi provinces, China. Results indicated that, after controlling for covariates, there was a bidirectional negative relationship between parent–child cohesion and bullying victimization. Peer acceptance negatively predicted bullying perpetration through the mediating role of cognitive empathy. Furthermore, teacher emotional support and cognitive empathy exhibited a bidirectional predictive relationship. This study reveals a bidirectional association between parent–child cohesion and bullying victimization, highlighting cognitive empathy as a protective factor that is associated with a decrease in bullying behavior.