Structural Relationships among Family Emotional Climate, Child Abuse , and Bullying Behaviors in Elementary School Boys: The Mediating Role of Emotion Regulation

Document Type : Original Article

Authors

1 Faculty member, Islamic Azad University of Garmsar

2 Associate Professor, Department of Educational Sciences and Psychology, Faculty of Human Sciences, Shahid Rajaee Teacher training University, Tehran, Iran

3 PhD student in Educational Psychology, Islamic Azad University, Garmsar, Iran

10.48310/reek.2026.18356.1470

Abstract

Background and Objective: Bullying is a common behavior among elementary school students. Investigating the relationship between family and individual factors and bullying behavior is crucial. This study aimed to examine the relationships between family emotional climate, child abuse, and bullying behaviors, with emotional regulation as a mediating factor, in male elementary school students. Methods: This correlational study employed structural equation modeling. The statistical population consisted of fifth- and sixth-grade male students in Tehran in 2021. A total of 306 participants were selected using a random cluster sampling method, based on Klein's criteria. The research instruments included the Bully/Victim Questionnaire, Family Emotional Climate Questionnaire, Child Emotion Management Skills Questionnaire, and Child Abuse Questionnaire. SPSS version 25 was used for descriptive statistics, correlation analysis, and normality testing, while SMART PLS 3.2 was used for path analysis. Results: The findings revealed that family emotional climate, child abuse, and emotional regulation had direct effects on bullying behaviors. Additionally, family emotional climate and child abuse influenced bullying behaviors indirectly through emotional regulation. The CV-Communality and GOF indices confirmed the model’s good fit. Conclusion: Family emotional climate, child abuse, and emotional regulation are significant predictors of bullying behavior in male elementary school students.

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