Parental Involvement, Teacher Public Praise, and Bullying Victimization Among Primary School Students: Evidence from China

Using cross-sectional survey data from 15,655 primary school students in China, this study examines whether more intensive parental involvement is associated with greater bullying victimization in school and whether teacher public praise statistically accounts for part of this association. Results from instrumental-variable, exploratory mediation, and moderation analyses suggest that higher parental involvement is linked to greater bullying victimization. Teacher public praise partially mediates this association, and the positive association between parental involvement and bullying victimization is stronger among students with higher emotional sensitivity.