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Background <p>Bullying is an important child and adolescent health concern associated with psychosocial adjustment, school well-being, and school satisfaction. Physical education (PE) classes may represent a particularly sensitive context because they involve body visibility, peer comparison, physical performance, and intensive peer interaction. This study examined the association between perceived bullying in PE classes and school satisfaction among middle school students and tested whether physical activity enjoyment and PE class happiness statistically mediated this association.</p> Methods <p>This cross-sectional correlational study included 616 middle school students from Malatya, Türkiye. Data were collected using validated measures of perceived bullying in PE classes, physical activity enjoyment, PE class happiness, and school satisfaction. A four-factor latent measurement model and the hypothesized structural mediation model were estimated using robust maximum likelihood. Measurement validity and reliability were evaluated using confirmatory factor analysis, composite reliability, average variance extracted, and the heterotrait–monotrait ratio.</p> Results <p>The four-factor measurement model demonstrated acceptable fit to the data (χ²/df = 2.22, CFI = 0.922, TLI = 0.916, RMSEA = 0.045, SRMR = 0.044), and HTMT values supported discriminant validity. Perceived bullying in PE classes was negatively associated with physical activity enjoyment (β = −0.157, <i>p</i> &lt; .001), PE class happiness (β = −0.181, <i>p</i> &lt; .001), and school satisfaction (β = −0.096, <i>p</i> = .042). Physical activity enjoyment (β = 0.237, <i>p</i> &lt; .001) and PE class happiness (β = 0.201, <i>p</i> &lt; .001) were positively associated with school satisfaction. Both indirect associations were statistically significant but small in magnitude (β = −0.037, <i>p</i> = .006; β = −0.036, <i>p</i> = .010), and the direct association between perceived bullying and school satisfaction was also small (β = −0.096, <i>p</i> = .042). The model explained 16.9% of the variance in school satisfaction, whereas perceived bullying explained 2.3% and 3.1% of the variance in physical activity enjoyment and PE class happiness, respectively, indicating modest practical explanatory power.</p> Conclusions <p>Perceived bullying in PE classes was associated with lower school satisfaction both directly and indirectly through lower physical activity enjoyment and lower PE class happiness. However, these associations were modest and should not be interpreted as causal because of the cross-sectional design. The findings support efforts to promote psychologically safe and inclusive PE environments as part of school health and bullying prevention strategies.</p>

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The association between perceived bullying in physical education classes and school satisfaction among middle school students: the mediating roles of physical activity enjoyment and physical education class happiness

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月29日

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  • Mehmet Güllü,
  • Mehmet Akarsu,
  • Hasret Tan,
  • Ecesu Karakaş,
  • Gül Polat Günata,
  • Serpil Akçınar

摘要

Background

Bullying is an important child and adolescent health concern associated with psychosocial adjustment, school well-being, and school satisfaction. Physical education (PE) classes may represent a particularly sensitive context because they involve body visibility, peer comparison, physical performance, and intensive peer interaction. This study examined the association between perceived bullying in PE classes and school satisfaction among middle school students and tested whether physical activity enjoyment and PE class happiness statistically mediated this association.

Methods

This cross-sectional correlational study included 616 middle school students from Malatya, Türkiye. Data were collected using validated measures of perceived bullying in PE classes, physical activity enjoyment, PE class happiness, and school satisfaction. A four-factor latent measurement model and the hypothesized structural mediation model were estimated using robust maximum likelihood. Measurement validity and reliability were evaluated using confirmatory factor analysis, composite reliability, average variance extracted, and the heterotrait–monotrait ratio.

Results

The four-factor measurement model demonstrated acceptable fit to the data (χ²/df = 2.22, CFI = 0.922, TLI = 0.916, RMSEA = 0.045, SRMR = 0.044), and HTMT values supported discriminant validity. Perceived bullying in PE classes was negatively associated with physical activity enjoyment (β = −0.157, p < .001), PE class happiness (β = −0.181, p < .001), and school satisfaction (β = −0.096, p = .042). Physical activity enjoyment (β = 0.237, p < .001) and PE class happiness (β = 0.201, p < .001) were positively associated with school satisfaction. Both indirect associations were statistically significant but small in magnitude (β = −0.037, p = .006; β = −0.036, p = .010), and the direct association between perceived bullying and school satisfaction was also small (β = −0.096, p = .042). The model explained 16.9% of the variance in school satisfaction, whereas perceived bullying explained 2.3% and 3.1% of the variance in physical activity enjoyment and PE class happiness, respectively, indicating modest practical explanatory power.

Conclusions

Perceived bullying in PE classes was associated with lower school satisfaction both directly and indirectly through lower physical activity enjoyment and lower PE class happiness. However, these associations were modest and should not be interpreted as causal because of the cross-sectional design. The findings support efforts to promote psychologically safe and inclusive PE environments as part of school health and bullying prevention strategies.