The Relationship between a Competitive School Climate and School Bullying among Secondary Vocational School Students in China: A Moderated Mediation Model

Abstract

School bullying is widespread in countries around the world and has a continuous negative impact on the physical and mental health of students. However, few studies have explored the influence mechanism of a competitive school climate on school bullying among Chinese secondary vocational school students. This study aims to explore the relationship between a competitive school climate and bullying in secondary vocational schools in the Chinese context, as well as the mediating role of school belonging and the moderating role of gender. Logit regression analysis and a moderated mediation model were used to analyze 1964 secondary vocational students from China based on PISA 2018 data from Beijing, Shanghai, Zhejiang, and Jiangsu, China. (1) The detection rate of school bullying in secondary vocational schools in China is 17.8%, lower than the world average. (2) A competitive school climate is significantly and positively correlated with secondary vocational school students’ exposure to school bullying. (3) A moderated mediation model suggests that school belonging is an important mechanism by which a competitive school climate influences the occurrence of school bullying, whereas gender moderates the direct effect of a competitive school climate and the indirect effect of school belonging, which mitigates the negative effects of a competitive school climate to some extent. The research results show that creating a healthy competitive climate in schools, cultivating students’ sense of belonging, and facing up to gender differences are helpful to prevent school bullying in secondary vocational schools.