The Impacts of Inattention & Hyperactivity/Impulsivity Tendencies and Peer Relationship on School Bullying Victimization in Elementary School Students

Purpose: The purpose of this study was to investigate how inattention & hyperactivity/impulsivity tendencies, and peer relationships among elementary school students interact and influence school bullying victimization. Method: This study involved 395 students from grades 4 to 6 in elementary schools located in the capital area. The participants were surveyed on inattention & hyperactivity/impulsivity tendencies, negative peer relationships, and levels of school bullying victimization. The collected data were analyzed using multiple regression analysis and structural equation modeling. Results: The results of the analysis were as follows. Firstly, inattention, hyperactivity/impulsivity, and negative peer relationships in elementary school students were found to increase school bullying victimization. Secondly, these factors were found to interact with each other, further increasing the likelihood of school bullying victimization. Specifically, the following three pathways were identified as significant: ‘hyperactivity/impulsivity → inattention → school bullying victimization’, ‘ hyperactivity/impulsivity → negative peer relationship → school bullying victimization’, and ‘negative peer relationship → inattention → school bullying victimization’. Conclusion: These findings of this study provide new insights for developing effective programs and policies aimed at preventing and addressing school bullying among elementary school students, a growing societal concern.