The objective of this study is to examine whether school bullying predicts increased internalizing and externalizing behavior through decreased school belonging and achievement in elementary school young people. The sample of this study comprised 389 elementary school students (52.1% girls) from an elementary school in an urban city, Turkey. Young people ranged between 10 and 15 years (M = 12.17, SD = 1.02). Results from the study showed that school bullying had a significant and negative predictive effect on youth internalizing and externalizing behaviors, as well as school achievement. Mediation analyses also revealed that school belonging also mitigated the adverse impact of bullying on youth mental health and achievement. However, school achievement only mitigated the effect of school bullying on externalizing behaviors. Visual modeling further showed that young people with higher levels of sense of belonging at school reported greater school achievement, lower levels of school bullying, and less internalizing and externalizing behaviors compared to those with low and moderate. Specifically, having a low level of school belonging was found as a risk factor for the development of internalizing and externalizing symptoms and experiencing challenges in school achievement. The findings indicate that school belonging is an essential source in promoting school achievement and reducing internalizing and externalizing symptoms in the face of school bullying experiences.

这项研究的目的是检验学校欺凌是否通过减少小学青年的学校归属感和成就来预测内在化和外在化行为的增加。这项研究的样本包括来自土耳其某城市某小学的389名小学生（占女生的52.1％）。年轻人的年龄介于10至15岁之间（M  = 12.17，SD = 1.02）。研究结果表明，学校欺凌对青少年的内化和外化行为以及学业成绩具有显着和负面的预测作用。调解分析还显示，学校归属也减轻了欺凌行为对青少年心理健康和成就的不利影响。但是，学校成绩仅减轻了学校欺凌对外部行为的影响。视觉模型进一步显示，与低度和中等程度的人相比，在学校有较高归属感的年轻人报告了更高的学习成绩，更低的学校欺负水平以及更少的内在化和外在化行为。具体来说，拥有低水平的学校归属被发现是导致症状内化和外化以及在学业上遇到挑战的风险因素。研究结果表明，面对学校欺凌经历，学校归属感是提高学校成绩并减少内部和外部症状的重要来源。