Life Satisfaction and School Performance of Children Exposed to Classic and Cyber Peer Bullying

Vesna Bilić, Gordana Buljan Flander, Branko Rafajac


This paper analyses the relationship between the exposure of school children to various forms of peer bullying (classic/cyber) and their life satisfaction in the domain of school, family, friends and school performance.

The sample included 562 children from rural and urban areas of Croatia who were attending the seventh and the eighth grade[1] of primary school .

Results show that children were more often exposed to classic forms of peer bullying, especially verbal, and then physical bullying. On the other hand, cyber bullying most often comprises harassment in forums, blogs, chats or social networks, then on the web, by e-mail and mobile phone. Almost half of the examinees knew the identity of the bully, while a minority believes that bullies are the same ones who also physically abuse them at school.

We found that children exposed to all forms of both classic and cyber bullying, unlike their peers who do not have such experience, show less satisfaction with friends, while those exposed to physical and cyber bullying show dissatisfaction with their family, too. However, no statistically significant difference was found in their satisfaction with school.

Children exposed to physical bullying showed poorer school performance, poorer achievement in Croatian and math, while children exposed to verbal and cyber bullying and children who were not exposed to such forms of bullying showed no differences in their school achievement

[1] In Croatia, children go to primary school through the ages of 7 and 15 (Primary One to Primary Eight).


peer bullying, cyber bullying, life satisfaction, school achievement

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