Mindfulness And Parenting Style As Predictors Of Bullying Tendency Among Primary School Students In Zhengzhou: The Mediating Role Of Self-Esteem And Peer Interaction

Abstract

Background: Although school bullying is a pervasive global issue, limited research has systematically examined its underlying psychological and social mechanisms within integrated frameworks, particularly among primary school students in rapidly urbanizing Chinese cities.

Objective: This study aims to explore how mindfulness and parenting style influence bullying tendencies, with a specific focus on the mediating roles of self-esteem and peer relationship.

Methods: A cross-sectional survey was conducted among 576 primary school students in Zhengzhou City, China. Participants completed validated questionnaires measuring mindfulness, parenting style, self-esteem, peer relationship, and bullying tendencies. Structural equation modeling (SEM) was employed to analyze the hypothesized direct and mediating relationships among variables.

Results: All direct hypotheses were supported. Mindfulness (β = -0.197, p < 0.001) and parenting style (β = -0.177, p = 0.006) significantly reduced bullying tendencies. Both mindfulness and parenting style positively influenced self-esteem and peer relationship. Furthermore, self-esteem (β = -0.358, p < 0.001) and peer relationship (β = -0.344, p < 0.001) negatively predicted bullying tendencies. Mediation analysis revealed that both self-esteem and peer relationship partially mediated the effects of mindfulness and parenting style on bullying.

Conclusion: This study provides empirical support for a comprehensive model of bullying that integrates both intrapersonal (mindfulness, self-esteem) and interpersonal (parenting style, peer relationship) factors. The findings underscore the importance of cultivating mindfulness and improving parenting practices to reduce bullying behavior through enhanced self-worth and social connectedness among children.