Bullying victimisation is a reality in most schools around the world, with thousands of students being victimised on a daily basis. Given the prevalence of bullying victimisation at school, examination of what might prompt or prevent such behaviours is required. Therefore, this study examined the relationship of a number of individual and socio-contextual variables with bullying victimisation among fourth- and eighth-grade students in Ireland and Lithuania using the Trends in International Mathematics and Science Study (TIMSS) 2015 data. Data from a total of 17,924 students were analysed (with mean ages of 10.6 years for fourth-grade students and 14.6 years for eighth-grade students). Results of multilevel analysis showed that higher levels of student sense of school belonging were associated with lower levels of bullying victimisation across both grades and countries. Further predictors of student bullying victimisation, including student gender, parental education, school safety and location and the percentage of students in each school having the language of the test as their native language, varied across grades and countries. Overall, the findings of this study highlighted the importance of taking individual as well as socio-contextual factors into consideration when investigating bullying victimisation. This study also showed that the context, whether this refers to the country or the education level, matters with regard to the formation of anti-bullying policies and programmes. Implications of these findings for anti-bullying policies and programmes in a cross-national context are discussed.

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个人和环境变量与欺凌受害的关联：爱尔兰和立陶宛之间的跨国比较

欺凌受害是世界上大多数学校的现实，每天都有成千上万的学生受害。鉴于校园欺凌受害的普遍性，需要检查可能促使或阻止此类行为的原因。因此，本研究使用 2015 年国际数学和科学研究趋势 (TIMSS) 的数据，研究了爱尔兰和立陶宛四年级和八年级学生中许多个人和社会背景变量与欺凌受害之间的关系。分析了总共 17,924 名学生的数据（四年级学生的平均年龄为 10.6 岁，八年级学生的平均年龄为 14.6 岁）。多层次分析的结果表明，学生的学校归属感水平越高，与年级和国家的欺凌受害程度越低有关。学生欺凌受害的进一步预测因素，包括学生性别、父母教育、学校安全和地点，以及每所学校以考试语言为母语的学生百分比，因年级和国家而异。总的来说，这项研究的结果强调了在调查欺凌受害情况时考虑个人和社会背景因素的重要性。这项研究还表明，背景，无论是指国家还是教育水平，都与反欺凌政策和计划的形成有关。