Gender differences of individual and contextual factors in predicting bullying and victimization: A multi-informant approach

This study investigates the role of individual and contextual factors as potential concurrent predictors of bullying and victimization in male and female high school students. The sample included 517 adolescents and their teachers. With a multi-informant approach, measures of bullying and victimization, personality traits, psychopathological symptoms, peer ratings of popularity, loneliness, bothersomeness, as well as school climate, were collected. A series of regression analyses showed gender differences in the dysfunctional personality traits resulted as predictors of bullying (e.g., impulsivity for males and deceitfulness for females). As for victimization, also the role of contextual predictors (i.e., negative relations with peers and safety problems) was significant, with some differences between males and females. These results highlight the importance of a multi-informant and multifactor (i.e., individual, contextual) approach when investigating the dynamics of bullying and victimization. Different patterns of concurrent predictors are related to bullying and victimization in males and females. Both individual and contextual factors predict victimization; only individual factors predict bullying. A school climate with negative school relations (males and females) and safety problems (females) concurrently predicts victimization.