Personality and Individual Differences 104 (2017) 137–142

Contents lists available at ScienceDirect

Personality and Individual Differences

journal homepage: www.elsevier.com/locate/paid

Bullying victimization and depression in Chinese children: A moderated

mediation model of resilience and mindfulness
Zong-Kui Zhou 1, Qing-Qi Liu 1, Geng-Feng Niu, Xiao-Jun Sun, Cui-Ying Fan ⁎
a
Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan 430079, China
b
School of Psychology, Central China Normal University, Wuhan 430079, China

a r t i c l e i n f o a b s t r a c t

Article history: Studies have revealed that bullying victimization was a risk factor for symptoms of depression, however, less is
Received 29 May 2016 known about the underlying processes that may mediate or moderate this relationship. This study examined
Received in revised form 28 July 2016 the mediating effect of resilience and moderating effect of mindfulness in the relation between bullying victim-
Accepted 29 July 2016
ization and symptoms of depression. 448 Chinese children in grade 3 to grade 6 were recruited to complete the
Available online xxxx
revised Bully/Victim Questionnaire, the Chinese version of Center for Epidemiologic Studies Depression Scale for
Keywords:
Children, the Child and Youth Resilience Measure, as well as the Child and Adolescent Mindfulness Measure. Re-
Bullying victimization sults showed that resilience partially mediated the relation between bullying victimization and depressive symp-
Depression toms. Besides, both the effect of bullying victimization on depressive symptoms and the mediating effect of
Resilience resilience were moderated by mindfulness, and both of the two effects were stronger for children with low mind-
Mindfulness fulness. The present study can contribute to a better understanding of how and when bullying victimization in-
Children creases the risk of depression. It suggests that early intervention concerning diminishing negative effects of
bullying victimization may start with increasing individual resilience and mindfulness.
© 2016 Published by Elsevier Ltd.

1. Introduction longitudinal study demonstrated that the effect of bullying victimiza-

tion on depressive symptoms even persisted into adulthood
Bullying is a life-span problem, but it is most commonly associated (Copeland, Wolke, Angold, & Costello, 2013). In addition, symptoms of
with schooldays (Smith, 1997). Nowadays, bullying victimization has depression induced by bullying victimization often in turn increases
been a serious social issue. Although estimates vary by types of bullying risk of substance use and suicidal ideation (Luk et al., 2010; Reed,
victimization, geographic locations, and ways in which bullying is de- Nugent, & Cooper, 2015). Despite the robust association between bully-
fined and measured, 15%–30% of youth experience bullying victimiza- ing victimization and depressive symptoms, however, the underlying
tion in general (Modecki, Minchin, Harbaugh, Guerra, & Runions, mediating mechanism (i.e., how bullying victimization influences de-
2014; Maynard, Vaughn, Salas-Wright, & Vaughn, 2016). Bullying vic- pression) and moderating mechanism (i.e., when the mediating process
timization would bring about significantly negative impacts on physical is most potent) have not caught much research attention, especially
and psychological health of youth, such as headaches, nausea, fatigue, among school children. Answers to these questions could contribute
sleeping problems, self-injurious behaviors and loneliness (Gini & to a better understanding of how and when bullying victimization
Pozzoli, 2009; Povedano, Cava, Monreal, Varela, & Musitu, 2015; van leads to depressive symptoms, and how to carry out targeted early in-
Geel, Goemans, & Vedder, 2015; van Geel, Goemans, & Vedder, 2016). tervention to buffer the deleterious effect of bullying victimization.
Depressive symptoms is one of the major undesirable outcomes of bul-
lying victimization (Sweeting, Young, West, & Der, 2006; Luk, Wang, & 1.1. The mediating role of resilience
Simons-Morton, 2010; Garnefski & Kraaij, 2014; Stapinski, Araya,
Heron, Montgomery, & Stallard, 2015). Research revealed that bullying Resilience refers to a person's ability and resource to cope with stress
victimization not only exerted an immediate effect, but also had a de- (Connor & Davidson, 2003). Individuals with high level of resilience
layed effect on symptoms of depression (Stapinski et al., 2015). A may adapt to the noxious environment flexibly and resourcefully (Chi
et al., 2016). A meta-analysis study revealed that resilience was posi-
tively correlated with positive affect and life satisfaction and negatively
⁎ Corresponding author at: Key Laboratory of Adolescent Cyberpsychology and correlated with negative affect, anxiety and depression (Hu, Zhang, &
Behavior (CCNU), Ministry of Education, Wuhan 430079, China.
E-mail address: [email protected] (C.-Y. Fan).
Wang, 2015). Other studies demonstrated that resilience had
1
These two authors contributed equally to the study. They should be regarded as joint positive effect on individual adjustment and well-being (Liu, Zhao,
first authors. Tian, Zou, & Li, 2015; Bajaj & Pande, 2016). Besides, resilience

http://dx.doi.org/10.1016/j.paid.2016.07.040
0191-8869/© 2016 Published by Elsevier Ltd.
138 Z.-K. Zhou et al. / Personality and Individual Differences 104 (2017) 137–142

has been proved to be an important protector for individuals from de- 1.3. The present study
pression (Edward, 2005). It could also serve as a mediator in the relation
between independent variables (such as positive affect and negative af- To sum up, the present study aimed at examining whether the rela-
fect) and symptoms of depression (Loh, Schutte, & Thorsteinsson, tion between bullying victimization and symptoms of depression in
2014). children was mediated by resilience, and whether the effect of bullying
On the other hand, although some researchers consider resilience as victimization on depressive symptoms and the mediating effect of resil-
a personality trait (Connor & Davidson, 2003), others regard it as a com- ience were moderated by mindfulness. The specific hypotheses exam-
plex process involving the interactive dynamics of inborn traits and ex- ined were as follows, and the integrated model proposed was outlined
ternal environment (Fergus & Zimmerman, 2005; Masten & Narayan, in Fig. 1.
2012). Namely, resilience could also be considered as a state of being
which would be influenced by situational factors. A cross-lagged regres- Hypothesis 1. Resilience would mediate the relationship between bul-
sion analysis indicated that perceived stigmatization negatively predict- lying victimization and children depression.
ed the level of resilience (Chi et al., 2016). Other studies found that Hypothesis 2. Mindfulness would moderate the relationship between
positive life events positively predicted resilience (Sarubin et al., bullying victimization and children depression.
2015), while negative life events negatively predicted resilience (Liu
et al., 2015). Children are in a constant process of growth and develop- Hypothesis 3. Mindfulness would moderate the mediating effect of re-
ment. It would be especially true that resilience of children is more like- silience in the relationship between bullying victimization and children
ly to be influenced by situational factors or life events such as bullying depression.
victimization. Bullying victimization might undermine resilience, and
low resilience in turn could lead to depressive symptoms. Thus, bullying
victimization might influence depressive symptoms indirectly via the 2. Methods
mediating role of resilience.
2.1. Participants and procedure

1.2. The moderating role of mindfulness Participants were recruited from one primary school in central
China. Convenience sampling was used to randomly choose two classes
Although bullying victimization may influence resilience and de- in each grade from 3rd grade to 6th grade. The authenticity, indepen-
pression, the influence may not be the same in different individuals. dence and integral nature of all answers as well as the confidentiality
The organism-environment interaction model (Lerner, Lerner, of the information collected were emphasized to all participants by
Almerigi, & Theokas, 2006) proposes that not all individuals are equally well-trained psychology graduate students. A total of 448 children be-
influenced by the same environment, and it is the dynamics of individ- tween 9 and 13 years (Mage = 10.82, SDage = 0.75, 45.31% girls) partic-
ipated in the present study after informed consent was obtained from
ual and context interactions that contribute to individuals' psychologi-
the school and their parents. Questionnaires were completed during
cal and social adaptation. Additionally, the diathesis-stress model of
class under the supervision of a researcher and a teacher.
depression also proposes that individuals with different traits will re-
spond differently to stress or negative experiences (Monroe & Simons,
1991). Therefore, it is important to explore the personality traits 2.2. Measurements
which can weaken the negative effect of bullying victimization.
Mindfulness refers to a state of being aware of ongoing physical, cog- 2.2.1. Bullying victimization
nitive and psychological experience in a non-judgmental, accepting, One item from the revised Olweus (1996) was used to measure the
and self-empathetic manner (Kabat-Zinn, 2003; Brown, Ryan, & global intensity of bullying victimization. Children answered the item
Creswell, 2007). It is also considered as a psychological trait that refers (“How often have you been bullied at school during the past couple
to the tendency to be mindful in daily life (Brown & Ryan, 2003; months”) on a five-point scale (1 = not at all, 5 = several times a
Brown et al., 2007). Studies revealed that mindfulness could positively week). Higher scores indicate more bullying victimization. Measuring
predict positive affect, self-esteem, resilience and life satisfaction bullying victimization with one item could also be seen in previous
(Brown & Ryan, 2003; Pepping, O'Donovan, & Davis, 2013; Bajaj & studies (Noble, Sornberger, Toste, Heath, & McLouth, 2011; Eaton et
Pande, 2016; Bajaj, Robins, & Pande, 2016). Besides, paying much atten- al., 2012).
tion to the past or future when dealing with stressors could be related to
feelings of depression and anxiety, while higher mindfulness could 2.2.2. Depression
make individuals less engrossed by negative feelings and thoughts Depression was assessed by the Chinese version of Center for Epide-
(Kabat-Zinn, 2003; Bajaj et al., 2016). Moreover, mindfulness was miologic Studies Depression Scale for Children (CES-DC) which has
found to moderate the undesirable effect of negative factors on physical
and mental health. For instance, a study showed that mindfulness could
diminish the effect of psychological distress on cortisol awakening re-
sponse (Daubenmier, Hayden, Chang, & Epel, 2014). Another research
demonstrated that mindfulness could buffer the risk of insecure attach-
ment on symptoms of depression, anxiety and stress (Davis, Morris, &
Drake, 2016). Therefore, it could be inferred that as a positive personal-
ity trait, mindfulness may also play a risk-buffer role in the association
between bullying victimization and its undesirable consequences. Spe-
cifically, both the relation between bullying victimization and depres-
sion and the relation between bullying victimization and resilience
may be moderated by mindfulness. Moreover, if resilience mediates
the relation between bullying victimization and depression, and mind-
fulness moderates the relation between bullying victimization and resil-
ience simultaneously, the mediating role of mindfulness would be
moderated by mindfulness. Fig. 1. Conceptual model.
 Z.-K. Zhou et al. / Personality and Individual Differences 104 (2017) 137–142 139

been widely used among Chinese children and adolescents with good process that intervenes between the independent variable and the de-
reliability and construct validity (Li, Cheung, Chung, & Ho, 2010; Ying, pendent variable is different at different values of the moderator vari-
Wu, & Chen, 2013). Children answered 20 items on a four-point scale able. To test our model, we used the SPSS macro PROCESS (http://
(1 = never, 4 = always). Item responses were summed and averaged www.afhayes.com) suggested by Hayes (2013) which is able to test me-
to form a scale score, with higher scores indicating severer depressive diating effect, moderating effect and moderated mediating effect in a
symptoms. In our study, Cronbach's α for the scale was 0.87. single model. This SPSS macro PROCESS is specifically developed for
assessing the complex models including both mediator and moderator
2.2.3. Resilience variables. It has been used by lots of scholars (e.g., Cero & Sifers, 2013;
Resilience was regarded as a complex process involving the interac- Chung, Allen, & Dennis, 2013; Chen, Hsiao, Chern, & Chen, 2014;
tive dynamics of inborn traits and external environment rather than a Chardon, Janicke, Carmody, & Dumont-Driscoll, 2016).
mere personality trait in the present study. 12 items were adapted Table 2 presents the main results generated by Hayes' (2013) SPSS
from the Child and Youth Resilience Measure (Ungar & Liebenberg, macro PROCESS. It consists of three parts: mediator and dependent var-
2011). Children answered these items on a three-point scale (1 = no, iable model, conditional direct effect analysis and conditional indirect
2 = sometimes, 3 = yes). Item responses were summed and averaged effect analysis. As can be seen from the mediator and dependent vari-
to form a scale score, with higher scores indicating higher level of resil- able model, after controlling for gender and grade, bullying victimiza-
ience. The index of CFA showed a good fit: χ2/df = 1.37, RMSEA = 0.03, tion negatively predicted resilience (β = −0.22, p b 0.001), resilience
CFI = 0.97, NFI = 0.91, GFI = 0.97. In the current study, Cronbach's α negatively predicted depression (β = − 0.32, p b 0.001), and bullying
for the scale was 0.75. victimization positively predicted depression (β = 0.14, p b 0.01).
These results indicated a significant mediating effect of resilience in
2.2.4. Mindfulness the relation between bullying victimization and depression. Thus, H1
Mindfulness was regarded as a personality trait in the present study. was supported. Besides, the interaction of bullying victimization and
The Child and Adolescent Mindfulness Measure (Greco, Baer, & Smith, mindfulness had a significant effect on depression (β = − 0.11,
2011) was used to assess mindfulness of children. Children answered p b 0.01), and the interaction of bullying victimization and mindfulness
10 items on a five-point scale (0 = never, 4 = always). Item responses had a significant effect on resilience (β = 0.23, p b 0.001). These results
were summed and averaged to form a scale score, with higher scores in- indicated both the relation between bullying victimization and depres-
dicating higher level of mindfulness. The index of CFA showed a good sion and the relation between bullying victimization and resilience
fit: χ2/df = 2.45, RMSEA = 0.06, CFI = 0.94, NFI = 0.90, GFI = 0.97. were moderated by mindfulness (see Figs. 2 and 3). As can be seen
Cronbach's α for the scale for the present study was 0.70. from the conditional direct effect analysis and conditional indirect effect
analysis, two of the three conditional direct effects (based on the medi-
ator values at the mean and at −1 standard deviation) and two of the
3. Results
three conditional indirect effects (based on the mediator values at the
mean and at −1 standard deviation) were positively and significantly
3.1. Preliminary analyses
different from zero. Thus, both H2 and H3 were supported. Namely,
the effect of bullying victimization on depressive symptoms and the in-
A correlation analysis was conducted among the variables before
direct effect of bullying victimization on depression through resilience
testing our hypotheses. Table 1 presents the descriptive statistics and
were observed when mindfulness was moderated to low, but not
correlation matrix. Bullying victimization was positively correlated
when mindfulness was high.
with depression, and negatively correlated with resilience and mindful-
ness. Resilience was negatively correlated with depression and positive-
4. Discussion
ly correlated with mindfulness. Mindfulness was negatively correlated
with depression.
In the present study, a moderated mediation model was constructed
to analyze the mechanism underlying the association between bullying
3.2. Testing for the proposed model victimization and depression. The results demonstrated the mediating
effect of resilience and the moderating effect of mindfulness in the rela-
The simple mediating effect analysis is to answer how independent tionship between bullying victimization and depressive symptoms of
variables affect dependent variables, while the simple moderating effect Chinese children. Moreover, the moderated mediation model showed
analysis is to answer when independent variables affect dependent var- that the mediating effect of resilience was different at different values
iables (Preacher, Rucker, & Hayes, 2007; Hayes, 2013). Our hypotheses of the moderator, mindfulness.
include how (mediating effect), when (moderating effect) and when Consistent with our hypothesis, the present study found that re-
of the how (moderated mediating effect) bullying victimization influ- silience was an important factor that mediated the relation between
ences depression. According to previous studies (e.g., Muller, Judd, & bullying victimization and children depression. This finding is con-
Yzerbyt, 2005; Edwards & Lambert, 2007; Hayes, 2013), if the mediation sistent with earlier studies indicating the effect of bullying victimiza-
process depends on a value of a moderator variable, there will be a mod- tion on symptoms of depression (Sweeting et al., 2006; Luk et al.,
erated mediation effect. The moderated mediation means the mediating 2010; Garnefski & Kraaij, 2014; Stapinski et al., 2015) and the effect
of resilience on depression (Edward, 2005; Loh et al., 2014). And we
go one step further to prove that bullying victimization has a nega-
tive effect on resilience, which would in turn lead to depressive
Table 1 symptoms.
Descriptive statistics and intercorrelations between variables. Furthermore, the present study found that both the effect of bullying
Variables M SD 1 2 3 4 victimization on depression and the mediating effect of resilience were
moderated by mindfulness, with these effects being more potent for chil-
1. Bullying victimization 1.90 1.26 –
2. Resilience 2.44 0.35 −0.32⁎⁎⁎ – dren with low level of mindfulness. These findings coincide with previous
3. Mindfulness 2.82 0.64 −0.23⁎⁎⁎ 0.27⁎⁎⁎ – studies indicating the moderating effect of mindfulness (Daubenmier et
4. Depression 1.73 0.51 0.33⁎⁎⁎ −0.47⁎⁎⁎ −0.42⁎⁎⁎ – al., 2014; Davis et al., 2016), and the opinion of organism-environment
Note. N = 448. interaction model (Lerner et al., 2006). These findings suggest that
⁎⁎⁎ p b 0.001. negative environmental factor such as bullying victimization would not
140 Z.-K. Zhou et al. / Personality and Individual Differences 104 (2017) 137–142

Table 2
Conditional process analysis.

β SE t p

Mediator variable model

Constant −0.01 0.24 −0.05 0.96
Gender 0.02 0.09 0.22 0.83
Grade 0.01 0.04 0.20 0.84
Bullying victimization −0.22⁎⁎⁎ 0.06 −3.85 b0.001
Mindfulness 0.20⁎⁎⁎ 0.04 4.68 b0.001
Bullying victimization × mindfulness 0.23⁎⁎⁎ 0.06 3.60 b0.001

Dependent variable model

Constant −0.25 0.23 −1.09 0.28
Gender 0.10 0.08 1.29 0.20
Grade 0.02 0.04 0.44 0.66
Bullying victimization 0.14⁎⁎ 0.05 3.20 b0.01
Resilience −0.32⁎⁎⁎ 0.06 −5.57 b0.001
Mindfulness −0.30⁎⁎⁎ 0.05 −6.15 b0.001
Bullying victimization × mindfulness −0.11⁎⁎ 0.04 −2.59 b0.01

β Boot SE BootLLCI BootULCI

Conditional direct effect analysis at IA = M ± SD
M − 1 SD (2.18) 0.26⁎⁎⁎ 0.06 0.13 0.38
M (2.82) 0.14⁎⁎ 0.05 0.06 0.23
M + 1 SD (3.46) 0.03 0.06 −0.09 0.15

Conditional indirect effect analysis at IA = M ± SD

M − 1 SD (2.18) 0.14⁎⁎⁎ 0.03 0.09 0.21
M (2.82) 0.07⁎⁎⁎ 0.02 0.04 0.11
M + 1 SD (3.46) −0.001 0.03 −0.06 0.05

Note. N = 448. Unstandardized regression coefficients were reported. Bootstrap sample size = 5000. LL = low limit, CI = confidence interval, UL = upper limit.
⁎⁎ p b 0.01.
⁎⁎⁎ p b 0.001.

necessarily lead to an equal level of psychological problem such as symp- victimization successfully. Successful adaptions would in turn increase
toms of depression, and victimized children with certain personal trait children's resilience (Connor & Davidson, 2003; Masten & Narayan,
such as mindfulness could diminish the negative effect of bullying 2012) and decrease their depression.
victimization.
Specifically, the moderating effect of mindfulness in the relationship
between bullying victimization and resilience, as well as the relation- 5. Limitations and implications
ship between bullying victimization and symptoms of depression may
be explained by the following reasons. First, being aware of ongoing The findings of this study should be viewed in light of some limita-
physical, cognitive and psychological experience in a non-judgmental, tions. First, there are several forms of bullying victimization such as
accepting, and self-empathetic manner could help individuals get rid physical victimization, verbal victimization and cyberbullying victimi-
of depressive rumination (Williams, 2008). Thus, victimized children zation, but the present study only focused on the intensity of general
would not be preoccupied with the fact of being bullied and its negative bullying victimization. Future studies may explore whether the mediat-
affect. Second, higher mindfulness contributes to a higher self-esteem ing effect of resilience and moderating effect of mindfulness would vary
(Bajaj et al., 2016). Thus, victimized children would not feel that they as the forms of bullying victimization change. Second, as participants in
are worthless or undesirable, which may make them less likely to expe- the present study were recruited from only one school, it is necessary to
rience decrease in resilience and increase in depression. Third, mindful- be cautious about the generalization of these findings. Third, the present
ness conduces to a higher coping competence (Akin & Akin, 2015). Thus, study is a cross-sectional research which could not confirm the causal
victimized children may be more likely to deal with bullying relationship between bullying victimization and depression. Future

Fig. 2. Mindfulness as a moderator in the relationship between bullying victimization and Fig. 3. Mindfulness as a moderator in the relationship between bullying victimization and
depression. resilience.
 Z.-K. Zhou et al. / Personality and Individual Differences 104 (2017) 137–142 141

studies may try to adopt longitudinal studies with controls for possible psychological distress and the cortisol awakening response.
Psychoneuroendocrinology, 48, 11–18.
confounders to clarify the association between bullying victimization Davis, T. J., Morris, M., & Drake, M. M. (2016). The moderation effect of mindfulness on the
and depressive symptoms as well as its mechanism. relationship between adult attachment and wellbeing. Personality and Individual
In spite of these limitations, the present study has significant practi- Differences, 96, 115–121.
Eaton, D. K., Kann, L., Kinchen, S., Shanklin, S., Flint, K. H., Hawkins, J., ... Whittle, L. (2012).
cal implications. It suggests that early intervention concerning Youth risk behavior surveillance-United States, 2011. Morbidity and mortality week-
diminishing negative effects of bullying victimization may start with in- ly report. Surveillance Summaries (Washington, DC: 2002), 61(4), 1–162.
creasing individual resilience and mindfulness. For instance, educators Edward, K. L. (2005). Resilience: A protector from depression. Journal of the American
Psychiatric Nurses Association, 11(4), 241–243.
and parents may focus on helping children increase their resilience so
Edwards, J. R., & Lambert, L. S. (2007). Methods for integrating moderation and media-
that they could be better able to cope with bullying victimization. In- tion: A general analytical framework using moderated path analysis. Psychological
creasing children's positive life events (Sarubin et al., 2015), decreasing Methods, 12(1), 1–22.
Fergus, S., & Zimmerman, M. A. (2005). Adolescent resilience: A framework for under-
their negative life events (Liu et al., 2015), promoting their positive af-
standing healthy development in the face of risk. Annual Review of Public Health, 26,
fect (Loh et al., 2014) and help them to actively learn coping strategies 399–419.
(Villasana, Alonso-Tapia, & Ruiz, 2016) are all useful ways to enhance Garnefski, N., & Kraaij, V. (2014). Bully victimization and emotional problems in adoles-
resilience. Besides, children with high mindfulness are less likely to be cents: Moderation by specific cognitive coping strategies? Journal of Adolescence,
37(7), 1153–1160.
affected by bullying victimization. Intervention measures may also Gini, G., & Pozzoli, T. (2009). Association between bullying and psychosomatic problems:
focus on helping children increase their mindfulness. Mindfulness- A meta-analysis. Pediatrics, 123(3), 1059–1065.
Based Stress Reduction (MBSR), a manualized eight-week long group Greco, L. A., Baer, R. A., & Smith, G. T. (2011). Assessing mindfulness in children and ado-
lescents: Development and validation of the Child and Adolescent Mindfulness Mea-
program, has been proved to be an effective way to promote mindful- sure (CAMM). Psychological Assessment, 23(3), 606–614.
ness (Nila, Holt, Ditzen, & Aguilar-Raab, 2016). Furthermore, research Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis:
revealed parental rejection and parental warmth had indirect effects A regression-based approach. Guilford Press.
Hu, T., Zhang, D., & Wang, J. (2015). A meta-analysis of the trait resilience and mental
on mindfulness via the mediating effects of attachment anxiety and at- health. Personality and Individual Differences, 76, 18–27.
tachment avoidance (Pepping & Duvenage, 2016). Thus, it would be ef- Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and fu-
fective for parents to provide children with higher quality of parenting ture. Clinical Psychology: Science and Practice, 10(2), 144–156.
Lerner, R. M., Lerner, J. V., Almerigi, J., & Theokas, C. (2006). Dynamics of individual ← →
to promote their secure attachment so as to increase their mindfulness. context relations in human development: A developmental systems perspective. In J.
C., D. L., M., J. C., D. L., & M. (Eds.), Comprehensive handbook of personality and psycho-
Acknowledgements pathology. Personality and everyday functioning, Vol. 1 (pp. 23–43). Hoboken, NJ: John
Wiley & Sons Inc.
Li, W., Cheung, H., Chung, O. K. J., & Ho, K. Y. (2010). Center for Epidemiologic Studies De-
This work was supported by Major Program of National Social Science pression Scale for Children: Psychometric testing of the Chinese version. Journal of
Foundation of China [project number: 11&ZD151], Foundation for Young Advanced Nursing, 66(11), 2582–2591.
Liu, C., Zhao, Y., Tian, X., Zou, G., & Li, P. (2015). Negative life events and school adjustment
Scholars of National Natural Science Foundation of China [project num- among Chinese nursing students: The mediating role of psychological capital. Nurse
ber: 31400887], the Fundamental Research Funds of Central China Nor- Education Today, 35(6), 754–759.
mal University [project number: CCNU14Z02004; CCNU15A02042], and Loh, J. M., Schutte, N. S., & Thorsteinsson, E. B. (2014). Be happy: The role of resilience be-
tween characteristic affect and symptoms of depression. Journal of Happiness Studies,
Humanities and Social Sciences Research Funds from the Ministry of Edu- 15(5), 1125–1138.
cation of China [project number: 15YJA190001]. No competing financial Luk, J. W., Wang, J., & Simons-Morton, B. G. (2010). Bullying victimization and substance use
interests existed. among US adolescents: Mediation by depression. Prevention Science, 11(4), 355–359.
Masten, A. S., & Narayan, A. J. (2012). Child development in the context of disaster, war,
and terrorism: Pathways of risk and resilience. Annual Review of Psychology, 63(1),
References 227–257.
Maynard, B. R., Vaughn, M. G., Salas-Wright, C. P., & Vaughn, S. (2016). Bullying victimiza-
Akin, A., & Akin, U. (2015). Mediating role of coping competence on the relationship be- tion among school-aged immigrant youth in the United States. Journal of Adolescent
tween mindfulness and flourishing. Suma Psicológica, 22(1), 37–43. Health, 58(3), 337–344.
Bajaj, B., & Pande, N. (2016). Mediating role of resilience in the impact of mindfulness on Modecki, K. L., Minchin, J., Harbaugh, A. G., Guerra, N. G., & Runions, K. C. (2014). Bullying
life satisfaction and affect as indices of subjective well-being. Personality and prevalence across contexts: A meta-analysis measuring cyber and traditional bully-
Individual Differences, 93, 63–67. ing. Journal of Adolescent Health, 55(5), 602–611.
Bajaj, B., Robins, R. W., & Pande, N. (2016). Mediating role of self-esteem on the relation- Monroe, S. M., & Simons, A. D. (1991). Diathesis-stress theories in the context of life stress
ship between mindfulness, anxiety, and depression. Personality and Individual research: Implication for the depressive disorders. Psychological Bulletin, 110(3),
Differences, 96, 127–131. 406–425.
Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role Muller, D., Judd, C. M., & Yzerbyt, V. Y. (2005). When moderation is mediated
in psychological well-being. Journal of Personality and Social Psychology, 84(4), and mediation is moderated. Journal of Personality and Social Psychology, 89(6),
822–848. 852–863.
Brown, K. W., Ryan, R. M., & Creswell, J. D. (2007). Mindfulness: Theoretical foundations Nila, K., Holt, D. V., Ditzen, B., & Aguilar-Raab, C. (2016). Mindfulness-based stress reduc-
and evidence for its salutary effects. Psychological Inquiry, 18(4), 211–237. tion (MBSR) enhances distress tolerance and resilience through changes in mindful-
Cero, I., & Sifers, S. K. (2013). Parenting behavior and the Interpersonal-Psychological The- ness. Mental Health & Prevention, 4(1), 36–41.
ory of Suicide: A mediated moderation analysis with adolescents. Journal of Affective Noble, R. N., Sornberger, M. J., Toste, J. R., Heath, N. L., & McLouth, R. (2011). Safety first:
Disorders, 150(3), 987–992. The role of trust and school safety in non-suicidal self-injury. McGill Journal of
Chardon, M. L., Janicke, D. M., Carmody, J. K., & Dumont-Driscoll, M. C. (2016). Youth in- Education/Revue des sciences de l'éducation de McGill, 46(3), 423–441.
ternalizing symptoms, sleep-related problems, and disordered eating attitudes and Olweus, D. (1996). The Revised Olweus Bully/Victim Questionnaire. Bergen, Norway: Re-
behaviors: A moderated mediation analysis. Eating Behaviors, 21, 99–103. search Center for Health Promotion (HEMIL Center), University of Bergen.
Chen, L. Y., Hsiao, B., Chern, C. C., & Chen, H. G. (2014). Affective mechanisms linking In- Pepping, C. A., & Duvenage, M. (2016). The origins of individual differences in disposition-
ternet use to learning performance in high school students: A moderated mediation al mindfulness. Personality and Individual Differences, 93, 130–136.
study. Computers in Human Behavior, 35, 431–443. Pepping, C. A., O'Donovan, A., & Davis, P. J. (2013). The positive effects of mindfulness on
Chi, P., Li, X., Du, H., Tam, C. C., Zhao, J., & Zhao, G. (2016). Does stigmatization wear down self-esteem. The Journal of Positive Psychology, 8(5), 376–386.
resilience? A longitudinal study among children affected by parental HIV. Personality Povedano, A., Cava, M. J., Monreal, M. C., Varela, R., & Musitu, G. (2015). Victimization,
and Individual Differences, 96, 159–163. loneliness, overt and relational violence at the school from a gender perspective.
Chung, M. C., Allen, R. D., & Dennis, I. (2013). The impact of self-efficacy, alexithymia and International Journal of Clinical and Health Psychology, 15(1), 44–51.
multiple traumas on posttraumatic stress disorder and psychiatric co-morbidity fol- Preacher, K. J., Rucker, D. D., & Hayes, A. F. (2007). Addressing moderated mediation hy-
lowing epileptic seizures: A moderated mediation analysis. Psychiatry Research, potheses: Theory, methods, and prescriptions. Multivariate Behavioral Research,
210(3), 1033–1041. 42(1), 185–227.
Connor, K. M., & Davidson, J. R. (2003). Development of a new resilience scale: The Reed, K. P., Nugent, W., & Cooper, R. L. (2015). Testing a path model of relationships be-
Connor-Davidson resilience scale (CD-RISC). Depression and Anxiety, 18(2), 76–82. tween gender, age, and bullying victimization and violent behavior, substance
Copeland, W. E., Wolke, D., Angold, A., & Costello, E. J. (2013). Adult psychiatric outcomes abuse, depression, suicidal ideation, and suicide attempts in adolescents. Children
of bullying and being bullied by peers in childhood and adolescence. JAMA Psychiatry, and Youth Services Review, 55, 128–137.
70(4), 419–426. Sarubin, N., Wolf, M., Giegling, I., Hilbert, S., Naumann, F., Gutt, D., ... Bühner, M. (2015).
Daubenmier, J., Hayden, D., Chang, V., & Epel, E. (2014). It's not what you think, it's how Neuroticism and extraversion as mediators between positive/negative life events
you relate to it: Dispositional mindfulness moderates the relationship between and resilience. Personality and Individual Differences, 82, 193–198.
142 Z.-K. Zhou et al. / Personality and Individual Differences 104 (2017) 137–142

Smith, P. K. (1997). Commentary III. Bullying in life-span perspective: What can studies of van Geel, M., Goemans, A., & Vedder, P. H. (2016). The relation between peer
school bullying and workplace bullying learn from each other? Journal of Community victimization and sleeping problems: A meta-analysis. Sleep Medicine Reviews, 27,
and Applied Social Psychology, 7(3), 249–255. 89–95.
Stapinski, L. A., Araya, R., Heron, J., Montgomery, A. A., & Stallard, P. (2015). Peer victim- Villasana, M., Alonso-Tapia, J., & Ruiz, M. (2016). A model for assessing coping and its re-
ization during adolescence: Concurrent and prospective impact on symptoms of de- lation to resilience in adolescence from the perspective of “person–situation interac-
pression and anxiety. Anxiety, Stress, and Coping, 28(1), 105–120. tion”. Personality and Individual Differences, 98, 250–256.
Sweeting, H., Young, R., West, P., & Der, G. (2006). Peer victimization and depression in Williams, J. M. G. (2008). Mindfulness, depression and modes of mind. Cognitive Therapy
early–mid adolescence: A longitudinal study. British Journal of Educational and Research, 32(6), 721–733.
Psychology, 76(3), 577–594. Ying, L. H., Wu, X. C., & Chen, C. (2013). Prevalence and predictors of posttraumatic stress
Ungar, M., & Liebenberg, L. (2011). Assessing resilience across cultures using mixed disorder and depressive symptoms among child survivors 1 year following the
methods: Construction of the child and youth resilience measure. Journal of Mixed Wenchuan earthquake in China. European Child & Adolescent Psychiatry, 22(9),
Methods Research, 5(5), 126–149. 567–575.
van Geel, M., Goemans, A., & Vedder, P. (2015). A meta-analysis on the relation between
peer victimization and adolescent non-suicidal self-injury. Psychiatry Research,
230(2), 364–368.