Tesis sobre el tema "Bullying Parenting"

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Este trabalho se propôs a estudar e investigar o processo de bullying, sóciocognições e estilos parentais de 221 crianças de 09 a 14 anos, regularmente matriculadas em duas escolas públicas da cidade de Novo Hamburgo, RS. Os participantes responderam a uma escala sobre sua percepção acerca dos estilos parentais e outra que investigava atribuições causais (sócio-cognições) relacionadas aos relacionamentos interpessoais no contexto escolar. Também tiveram que eleger colegas que julgassem agressivos, agressores no bullying, pró-sociais, vitimizados (bullying) e isoladas ativamente a partir de uma escala com afirmações acerca de condutas típicas destes grupos. A partir destes dados, levantaram-se as frequências com que as crianças foram referidas pelos seus colegas e amostra foi dividida em quatro grupos de crianças (Agressores, Socialização, Isolado e Vitimazação). As correlações entre variáveis mostram que as subescala Agressividade está correlacionada positivamente com as subescalas de Vitimização e Socialização. Este dado significa que crianças agressivas são percebidas como sociáveis, porém também podem tornar-se vítimas do bullying. A subescala de Isolamento está correlacionada positivamente com a subescala Vitimização, o que mostra que ser vítima aumenta o isolamento social e reforça assim os papéis do bullying. Testes T de Student calculados mostram que a agressividade foi maior entre as meninas do que entre os meninos, indo de encontro à literatura existente. Quanto aos Estilos Parentais, quando percebidos como positivos pelas crianças estão também associados a comportamentos de socialização e menos chance destes jovens tornarem-se vítimas de bullying, corroborando a literatura existente. Foram encontradas correlações positivas entre sócio-cognições e estilos parentais. Este dado demonstra que os pais participam ativamente da formação das crenças e cognições de seus filhos, positivamente ou negativamente. Esses dados podem ajudar a pensar em políticas públicas para o enfrentamento e prevenção ao bullying, como no trabalho em clínicas particulares, enfatizando o trabalho com as famílias de vítimas e agressores desta violência.

Bullying is well known to have harmful effects on child development and mental health, so understanding the underlying factors involved in bullying behaviour is critical (World Health Organization, 2008). In the present study, mental health, parenting challenges, and children’s individual strengths were explored across different types of bullying involvement. In this cross- sectional study involving 91 children between the ages of four to 11 receiving services at a mental health agency, the results indicated significant differences on dependent variables across the four different bullying involvement groups: bully, victim, bully-victim, and non-involved. Children in the bully group were more likely to be experiencing externalizing behaviours and have fewer individual strengths whereas children in the victim group were more likely to be experiencing difficulties with internalizing behaviours and have fewer individual strengths. Children in the bully-victim group were more likely to be displaying externalizing behaviours, come from homes experiencing parenting difficulties, and have fewer individual strengths. In contrast, children who were non-involved in bullying were more likely to have greater individual strengths including stronger peer relations, greater self-expression, able to successfully adapt to change, and have stronger family units. The results of this study highlight the different behaviour patterns across the types of bullying involvement as well as shed light onto the needs and strengths of children accessing mental health services from a community agency.

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O objetivo deste estudo de corte transversal foi avaliar a prevalência de bullying e a associação entre bullying, fatores sociodemográficos e estilo parental em escolas públicas de ensino fundamental da Cidade do Recife. Os instrumentos de pesquisa foram o Formulário de Registro de Informações Pessoais, os critérios de classificação Econômica Brasil e o bullying questionário. Os dados foram pré-codificados e processados em microcomputador, pelo Programa SPSS versão 22. Em relação aos desfechos relacionados ao bullying foram criadas as seguintes variáveis: “sofreu”, “praticou”, “sofreu e/ou praticou bullying” e “não sofreu e não praticou bullying”. As variáveis explanatórias foram “sexo”, “faixa etária”, “cor da pele”, “ano escolar”, “localização da escola”, “classe social”, “grau de instrução do responsável” e “estilo parental”. A associação entre a variável dependente e as variáveis independentes foi realizada através do teste Qui-quadrado de Pearson ou teste de Qui-quadrado com correção de Yates, utilizando o nível de significância de 5%. Como medida de associação univariada foi calculada a Razão de Prevalência e seus respectivos intervalos de confiança. Para avaliar o efeito independente das variáveis explanatórias em relação ao desfecho, foi realizada a análise de regressão multivariada log-binomial. Utilizou-se o nível de significância de p<0,20 da estatística univariada no teste do qui-quadrado para selecionar as variáveis que entrariam no modelo final de análise multivariada. Os resultados indicaram que do total dos investigados, 48,66% se envolveram como vítimas e/ou praticantes de bullying, enquanto que 30,36% declararam terem sofrido e 23,66% praticado o fenômeno. Houve associação estatisticamente significante em relação às prevalências de quem “sofreu bullying” quanto à localização da escola (RPA “4”), de quem “praticou bullying” quanto à localização da escola (RPA’s “4” e “6”), as classes sociais “D e E”, a faixa etária compreendida entre “10 e 13” anos e o grau de instrução “fundamental II completo/médio incompleto”, de quem “sofreu e/ou praticou bullying” com relação às classes sociais “D e E” e as RPA’s “4” e “6”, e, de quem “não sofreu e não praticou bullying” em relação as RPA’s “1” , “2” “3” e “5”, o estilo parental “negligente” e as classes sociais “B2” e “C1”. A sensação predominante das vítimas em relação à intimidação sofrida foi “se sentiu mal” (40,4%), mas chamou atenção o fato do sentimento de “não se incomodar” ter tido um percentual destacado dentre as respostas (24,3%). No que se refere à influência das práticas educativas adotadas pelas famílias foi observada associação estatística entre “estilo parental negligente” e a prevalência de quem “não sofreu e não praticou bullying”. Conclui-se que a prevalência de bullying sofrido pelos indivíduos pesquisados apresentou um percentual elevado, mas se encontra em acordo com os parâmetros indicados pela literatura. A localização da escola, o grau de instrução dos responsáveis, a classe social e a faixa etária dos alunos foram associados ao fenômeno. Esses dados precisam ser considerados na busca de soluções para o enfrentamento do problema e demonstra a necessidade de se vincular às particularidades da escola e da população que a frequenta quando se estuda o fenômeno bullying.
The objective of this study was cross-sectional cohort to evaluate the prevalence of bullying and the association between bullying, sociodemographic factors and parental style in public elementary schools of the city of Recife. The research instruments were the Personal Information Registration Form, the criteria for classification Economic Brazil and the questionnaire bullying. Data were pre-coded and processed in a personal computer, by using SPSS software version 22. In relation to bullying-related outcomes, the following variables were created, "suffered", "practiced", "suffered and / or practiced bullying" and "did not suffer and practiced not bullying. " The explanatory variables were "sex", "age", "skin color", "school year", "school location," "class," "educational level of responsibility" and "parenting style". The association between the dependent variable and the independent variables was performed using Pearson's chi-square test or chi-square test with Yates correction, using a significance level of 5%. As univariate association measure was calculated prevalence ratio and their confidence intervals. To assess the independent effect of the explanatory variables on the outcomes, the analysis of log-binomial multivariate regression was performed. p significance level of <0.20 in the univariate statistics in the chi-square test to select the variables that enter the final model of multivariate analysis was used. The results indicated that the total surveyed, 48.66% were involved as victims and / or bullying practitioners, while 30.36% said they suffered and 23.66% practiced phenomenon. There was a statistically significant association in relation to the prevalence of those who "bullied" as the school's location (RPA "4"), who "practiced bullying" as the school's location (RPA's "4" and "6"), classes social "D and E", the age group between "10:13" years and the level of education "fundamental complete II / Some school", who "suffered and / or practiced bullying" in relation to social class "D and E "and the RPA's" 4 "and" 6 ", and who" did not suffer and practiced not bullying "over the RPA's" 1 "," 2 "," 3 "and" 5 "parenting style" negligent " and social class "B2" and "C1". The predominant feeling of the victims regarding the intimidation suffered was "felt bad" (40.4%), but drew attention to the fact that the feeling of "not bothering" have had a percentage prominent among the answers (24.3%) . With regard to the influence of the practices adopted by families was no association between "negligent parenting style" and the prevalence of those who "did not suffer and practiced not bullying." We conclude that the prevalence of bullying suffered by the individuals surveyed had a high percentage, but is in accordance with the parameters set out in the literature. The school location, the level of education of responsible, social class and age group of the students were associated with the phenomenon. These data need to be considered in the search for solutions to address the problem and demonstrates the need to link the school and particularities of the population that attends when studying the bullying phenomenon.

For the past several decades, researchers have extensively investigated the impact of bullying on the nation's youth. Although we may now have a better understanding of these maladaptive behaviors, recent technological advances have created a new forum for bullying. The current study investigated adolescent experiences with cyber-bullying using a self-report survey. Youth (N=2,086) from five high schools (grades 9-12) were surveyed to identify individual, peer, parenting, and school factors hypothesized to be related to involvement in cyber-bullying as a victim, perpetrator, or both. Results indicated that cyber-involvement was related to a variety of psychosocial factors, with students who were both perpetrator and victim (i.e., cyber-bully/victims) reporting worse psychosocial functioning and poorer relationships than youth classified as cyber-bullies, cyber-victims, and cyber-uninvolved. Additionally, the academic and behavioral correlates of involvement in this new and growing form of bullying were examined using school records. Inconsistent associations between cyber-bullying and school performance variables were accounted for by differences in the frequency and intensity of behaviors used to define cyber-bullying. Proposed moderators were investigated to determine whether social support buffered the negative psychosocial correlates found for adolescents involved in cyber-bullying. Social support was generally related to better psychosocial functioning for all youth, with the exception of cyber-bully/victims. Results may inform the design and implementation of universal prevention and intervention programs, as well as improve schools' ability to identify youth at risk for involvement in this rapidly growing social phenomenon.

This study aimed at determining the prevalence rate of bullying and victimization among middle school students and investigating the role of locus of control, self-esteem, parenting style, loneliness, and academic achievement in predicting participation in bullying and victimization. The sample consisted of 742 participants recruited from 6th, 7th, and 8th grades. Results revealed that of the total 742 students: 4.6 % of the students were bullies, 21.3 % were victims, 6.5 % were bully/victims, 44.7% were pure not involved and 22.9 % were not involved. Regarding the types of bullying, the most common bullying behavior used by the bullies and experienced by the victims was verbal bullying. When gender and grade level were investigated in relation to bullying, meaningful gender differences were found. However, no significant grade level differences were found. The binary logistic regression analysis indicated that
female students who involved in bullying had low acceptance/involvement and academic achievement scores, but higher loneliness and psychological autonomy scores. Furthermore, male involved students had external locus of control, higher self-esteem, and loneliness scores, and lower strictness/supervision scores. Logistic regression analysis also revealed external locus of control and higher loneliness scores
but lower acceptance/involvement and academic achievement scores among the victim group.

碩士
大葉大學
教育專業發展研究所
96
The main purpose of this study is to explore the correlation among personality, parenting style and social status of bullying victims in adolescents. The study is to anal-ize the differences of adolescents with different background in bullying-victim experi-ences, to investigate the correlation among personality and bullying-victim experiences, to compare the differences of parenting style, social status and bullying-victim experi-ences; and to understand the correlation among personality, parenting style, and social status of bullying victims in adolescents in structure equation modeling. Subjects, 528 students, are selected from junior and senior high school of age 12-18 by convenience sampling in Taiwan. The subjects are administered by the Per-sonal Background, Big Five Personality Scale, the Parenting Style Scale, the Social Status Scale, and Victimization of Bully Scale. Frequency distribution, t-test, one-way ANOVA and Pearson's correlation are used for the data analysis. And using AMOS5.0 (Analysis of Moment Structure) to analysis the good-of-fit of all stricture modeling and to explore the relationships between latent variables and observing data. The research results are that there were significantly differences in gender, grade, strong or weak of the body, the degree of achievements and social status concering bul-lying-victim experiences. The agreeableness of personality traits has directly positive affections on bullying-victim experiences and the openness of personality traits has negative affections on bullying-victim experiences. There were significantly differences in parenting style and social status in adolescents concering bullying-victim experiences. There is a good fit measure result and the parenting style in adolescents have signifi-cantly affections on bullying-victim experiences.

This study sought to examine two gaps in the field of bullying research – (1) the lack of clear cut theoretical underpinnings and frameworks for examining the process of bullying and (2) oversight of the parent context in studies on bullying. This two-study dissertation examined the role of parents in understanding bullying, victimization and bystander behaviors using Belsky’s parenting process model (1984) as a potential guiding framework. Study 1 relied on secondary analysis with three waves of longitudinal data from the NICHD Study of Early Child Care and Youth Development to test the indirect effect of maternal depressive symptoms on bullying and victimization through mother-child relationship quality. Findings indicated that there was a small direct effect of maternal depressive symptoms at grade 3 on peer victimization at grade 5, but not bullying. Mother–child relationship quality at grade 5 negatively predicted bullying behaviors at grade 6, but not peer victimization. There were also small effects of bullying behaviors at grade 5 on increased maternal depressive symptoms and decreased mother-child relationship quality at grade 6. There were no significant indirect effects. Study 2, a cross-sectional study of N = 143 fourth and fifth graders and their parents, hypothesized indirect effects of parent’s general and specific self-efficacy related to bullying, peer victimization and bystander behaviors through parental monitoring and supervision. Parents’ self-efficacy beliefs related to knowledge of their children being victimized, and what to do about the victimization reports was directly and negatively associated with a reduction in bullying and victimization behaviors. Efficacy to know what to do was also negatively associated with negative bystander behaviors but positively associated with victimization in school. There were no significant indirect effects. Findings from both studies suggest that the parent context may play a limited role in processes of bullying during upper-elementary school. Secondly, parent functioning (i.e., maternal depressive symptoms, parental self-efficacy related to bullying) may have direct effects on bullying, victimization and bystander behaviors rather than indirectly through parenting as emphasized by Belsky’s model. Other findings, limitations and suggestions for future research and interventions are discussed.

碩士
大葉大學
教育專業發展研究所
105
The purpose of this study was to investigate the effects on the relations among parenting style, self-identity, and bullying behavior in children of new inhabitants. In order to achieve this goal of the study, the method of questionnaire survey was adopted to collect and analyze data. There were 349 children of new inhabitants (181 males and 168 females ) that were sampled among 7th to 9th grade from Taipei City and New Taipei City. The research tools included “Parenting Style scale”, “the Aspects of Identity Questionnaire, and “Adolescent Peer Relations Instrument”. The data collected from the students were analyzed by descriptive statistics, independent-samples t Test, one way ANOVA, Pearson product-moment correlation analysis and multiple regression analysis. The results were summarized as follows: 1. There were no significant differences among children of new inhabitants of different genders, grades, and mother’s nationalities in parenting style, but there were significant differences in self-identity. There were significant differences among children of new inhabitants of different genders, and grades in bullying behavior. 2. There were significant correlations between parenting style and self-identity in children of new inhabitants. 3. There were significant correlations between parenting style and bullying behavior in children of new inhabitants. 4. There were significant correlations between self-identity and bullying behavior in children of new inhabitants. 5. Parenting style could significantly predict self-identity and bullying behavior in children of new inhabitants. Also self-identity could significantly predict bullying behavior. Based on our findings, some related suggestions were provided for parents and teachers as well as the future researchers in the relative field.

This study aimed to gain insight into the nature and extent of traditional and cyberbullying among Grade Six and Seven learners in four public primary schools in Benoni. Using the Social Learning Theory as a basis for understanding bullying as a learned behaviour (socially learned through the observation of authoritarian parents), a quantitative research method was applied which utilised an online self-report questionnaire to examine the relationship between bullying and the Authoritarian parenting style. Results indicate that 50.4% of learners had been victimised, while 31.6% and 8.8% had engaged in perpetrating traditional and cyberbullying, respectively at least once (N = 279). Further results revealed that the Authoritarian parenting style is significantly related to the perpetration of both types of bullying. These results bring to the fore the reciprocal relationship between both types of bullying, and indicate a need for systemic intervention at the primary school level (involving parents/caregivers). Interventions should therefore not seek to separate types of bullying into discreet problems, but rather focus on their common underlying aspects, including parenting behaviours
Psychology
M.A. (Psychology)

Dissertação de Mestrado apresentada no ISPA - Instituto Universitário
O fenómeno bullying tem vindo a ganhar dimensão a nível mundial, tendo sido bastante investigado por diversos pesquisadores que tentam identificar as suas causas, consequências e relacioná-lo com outras variáveis devido aos problemas que acarreta a nível académico e social. Olweus foi o pioneiro da investigação relacionada com este tipo de condutas, sendo considerado uma referência nesta temática. Apesar da quantidade de estudos sobre este tema, ainda são escassos os que relacionam o bullying com os estilos parentais e o suporte social familiar. Neste sentido, o nosso estudo tem como objetivo verificar se existe relação entre os estilos parentais, o suporte social familiar e o envolvimento dos filhos em comportamentos de bullying. O estudo foi constituído por 140 participantes do 3º ciclo, de uma escola pública em Lisboa. De modo a alcançar o nosso objetivo, foi aplicado o Questionário de Exclusão Social e Violência Escolar, o Questionário de Estilos Parentais e a Escala de Perceção de Suporte Social Familiar. Concluímos que o suporte social familiar está relacionado com o envolvimento em comportamentos de bullying, indo os resultados ao encontro do mencionado na literatura. Relativamente aos estilos parentais, os resultados não foram coincidentes com os estudos anteriores, no entanto, foram encontradas correlações apesar de não serem as esperadas.
ABSTRACT: The phenomenon of bullying has taken on a worldwide dimension and has been investigated by several researchers who try to identify its causes, consequences and relate it to other variables due to the problems that it brings to the academic and social level. Olweus was the pioneer of research related to this type of conduct, being considered a reference in this subject. Despite the number of studies on this, there are still few that relate bullying to parental styles and family social support. In this sense, our study aims to verify if there is a relationship between parental styles, family social support and children's involvement in bullying behaviors. The study consisted of 140 participants from the 3rd cycle of a public School in Lisbon. In order to reach our goal, the Social Exclusion and Violence Questionnaire, the Parenting Styles Questionnaire and the Family Social Support Perceived Scale were applied. We conclude that family social support is related to the involvement in bullying behaviors, and the results are in agreement with what is mentioned in the literature. Regarding parental styles, the results were not coincident with the previous studies, however, correlations were found although they were not expected.

碩士
玄奘大學
應用心理學系碩士在職專班
106
Research Purpose Campus bullying is one of the most important issues, which has attracted highly attention nowadays. According to many studies, demographic variables, social environment, and personality trait are interrelated with campus bullying. The purpose of this study aimed to investigate the relation among campus bullying and demopgrphic variables, socialeconomic status, parenting styles, personality trait, bystanding behaviors. Research Method The method to carry out this study was using questionnaires which were School Life Experience Questionnaire, Index of Social-economic Status, Parenting Styles Scale, Bystanding Behavioral Awareness Scale, and the Chinese version of International English Big-Five Mini-Markers. Four hundred students of seventh to ninth grade from two junior high schools in Hsinchu County participated in this study. The researcher used descriptive statistics, pearson product-moment correlation coefficient, independent-samplest test, factor analysis, one way ANOVA, and hierarchical regression. Results Conscientiousness of personality trait is significantly negative correlated with campus bullying. Inflammatory of bystanding behaviors is positively correlated with campus bullying.Openness to experience of personality trait has a borderline positively correlated with campus bullying. Conclusion and discussion The present study has showed that when the participants get a higher score on the personality trait of conscientiousness, they have lower bullying behaviors.A possible reason is that they are more likely to constrain themselves, therefore when they face with conflict situation , they have fewer possibilities of bullying. Another finding is that inflammatory of bystanding behaviors is positively correlated with campus bullying. A possible reason is that people are easily provoked by bystanding people and then lead to impulsive behaviors, which in turn increase bullying behaviors. In addition, people with higher openness to experience of personality traits may have willness to try new challenges, which may increase bullying behaviors. However, the sample size of this study is not big enough, the personality trait of openness to experience borderline correlated with campus bullying. This study suggests that future research could esoand the sample size to solve the problem.

碩士
國立彰化師範大學
工業教育與技術學系
101
The present study aims at exploring the relations among parenting style, impulsive personality, and bullying behavior. Questionnaires were the main research tool employed to gather information. The informants in this study included 16 classes from 8 schools. These schools are general high schools and vocational high schools in Taichung city. There were 463 informants returning the questionnaire. Data were further analyzed statistically by means of descriptive statistics, t-test, factor analysis, Pearson product-moment correlation and multiple regression stepwise regression. The findings of the study include: 1. The parenting style of “responsive” or “demanding” demonstrated a medium-high level. The leading parenting styles are “reasonable” and “authoritative”. The second one is “neglecting”. 2.”Hedonistic impulsivity”,”low planning”,”impulsive emotion” and “sensational seeking” demonstrated a medium-low level. 3. “Bullying behavior” demonstrated a medium-low level. 4. There was a notable difference associated with gender, school and department on parenting style. 5. There was a notable difference associated with gender and department on impulsive personality. 6. A notable difference was associated with gender and bullying behavior. 7. A notable correlation was associated with parenting style and bullying behavior. 8. A notable correlation was associated with impulsive personality and bullying behavior. 9. Parenting style and impulsive personality can be the roles of bullying behavior. Finally, based on the results, the proposal of this study can be a valuable suggestion for parents, schools and future research.

The purpose of this study was to gain an awareness of the behavioural characteristics, physical mannerisms and relational techniques exhibited by young adolescent girls in South Africa who may be susceptible to, or have been traumatised by being bullied. A literature study and an empirical investigation were conducted to establish whether victims of bullying have distinct personality traits, as well as to determine if specific parenting styles affect the vulnerability of their adolescent daughters. The effectiveness of bullying prevention strategies in adolescent relationships was also explored. A questionnaire was developed to ascertain how adolescents perceive victims of bullying. Eight semi-structured interviews using photographs and a cartoon as projective techniques were conducted with victims to gather data and to enrich the findings. This study has demonstrated that international research about victimisation is pertinent to South African children.
Psychology of Education
M. Ed. (Guidance and Counselling)

碩士
元智大學
社會暨政策科學學系
101
In recent years, School bullying is increasing seriously and this has drawn public attention. There are a lot of researches mentioned bullying behavior but taking family parenting style as the moderator is less. So the purpose of this study is to explore the influence of the degree of violent online game addiction upon bullying behavior, and whether family parenting style is the moderating effect. This study based on 400 valid questionnaires which were completed by higher grade students in Taoyuan County public elementary schools.The results come to the following conclusions: “Authoritative parenting” is the major parenting style in Taoyuan County fifth and sixth grade children’s family. The higher degree that children are addicted to playing violent online game, the stronger behavior will reflect on bullying. Family parenting style does not have a moderating effect on the degree of violent online game addiction and bullying behavior, while authoritative parenting style has a moderating effect on bullying behavior, that is, when the children has high addiction on violent online game, "high authoritative parenting" can reduce the occurrence of bullying behavior.

碩士
元智大學
管理碩士在職專班
100
The findings of this study are summarized as followings: 1.Bullying exists usually in differing forms, including two or more than two bullying ways. 2.In original bullying, boys do more than girls in “body bulling and victims” and “compounded bullying.” However, girls do more in “verbal and relation bullying.” 3.In cyber-bulling and victims, boys are similar to girls. 4.In original bullying, “body bulling and victims”, “verbal and relation bullying”, and “compounded bullying” are similar in “grades” as the background variables. 5.The 6th grades have higher awareness than the 5th grades toward “cyber-bullying and victims.” 6.The 5th grades have higher awareness than the 6th grades toward “relation bullying.” 7.Seniors of differing family socioeconomic status are similar in “school bullying.” 8.Under better class climate, students are less aware of “body bullying” and “verbal and relation bullying.” 9.“Clear and reasonable class disciplines” strongly supports the explanation of “verbal and relation bullying.” This predicts in urban schools; while it negatively predicts in rural schools. 10.Different parenting style is partially significantly different on perception of school bullying. 11.“Shopping, online romantic game, making new friends” and “online community and data researching/downloading” strongly predict “verbal bullying”, “cyber-bullying” and “relation bullying.” 12.“Online RPG strategy games”, “the frequency of Internet use” strongly predict “body bullying and victims” and “compounded bullying.” 13.“Shopping, online romantic game, making new friends”, “Online RPG strategy games” and “the frequency of Internet use” can be combined to explain 11.9% in total. Based on this research findings, suggestions for educational guidance, primary schools, parents and further studies are proposed.

碩士
國立中正大學
犯罪防治研究所
100
Abstract The purpose of this study was to analyze the relationship between parenting style, on-line game involvement and bullying behaviors for elementary school senior graders. The senior graders in Chiayi county elementary schools were the subjects of this research. The total returned and valid questionnaires were 969. The data was analyzed by descriptive statistics, t-test, one-way ANOVA and multiple regression analysis. The conclusions drawn from the data research are as follows: 1.The highest rate of parenting styles was“ Authoritative- Reciprocal”, followed by“Indifferent-Uninvolved”. 2.The prevalence rate of being bullied was 77.5％, but 12.2 % of elementary school senior graders had bullied others in the past year . 3.Up to 93.2% of elementary school senior graders were playing on-line games. 4.There was significant difference between the occurrence rate of bullying behavior and being bullied behavior of male students was higher than that of female students. But the occurrence rate of relational bullying and being bullied of female students was higher than that of male students.Different grade and parental social status with children, overall,the occurrence rate of bullying behavior and being bullied behavior had no significant difference. 5.There was significant difference between bullying and being bullied in different parenting styles for the elementary school senior graders，and“ Authoritative-Reciprocal”was lowest. 6.There was significant difference between bullying and being bullied in different history of playing online game and different time each week. 7.The parenting style of "mother’s demanding " could predict students bulling others significantly. 8.The parenting style of "father’s responsiveness " could predict students being bullied significantly. According to the conclusions, some suggestions were made for parents, schools , society and further studies.