| Bullying is a significant societal problem with potentially serious consequences for both the victims and aggressors (Center for Disease Control, 2012; Guerra, Williams, & Sadek, 2011; Parkay, Anctil, & Hass, 2010). Previous literature has examined bullying in relation to its impact on an individual's psychological and physical well-being (Flaspohler, Elfstrom, Vanderezee, & Sink, 2009; Suldo & Huebner, 2004; Valios, Zullig, Drane, & Huebner, 2001). The purpose of the present study is to investigate life satisfaction in aggressors, victims, aggressor/victims, and students not involved in aggressive behaviors at school. The sample consisted of 810 students at a middle-class neighborhood, high school in New Jersey. Students were administered a life satisfaction scale, aggression questionnaire, and demographic questionnaire. Students were classified into four categories based on their responses to the aggression questionnaire: victim, aggressor, aggressor-victim, and not involved. Students who were not involved in aggressive behaviors reported significantly higher life satisfaction scores than students who were victims, aggressors, and/or aggressor-victims across all domains. The results suggest that bullying should be addressed from an ecological perspective, as its effects appear to be pervasive among several aspects of life. |
