Profile for Bixi Qiao

Bixi Qiao, Psychology, authored the article "Teacher-Targeted Bullying: A Meta-Analysis of Student Bullying of Teachers" in "Trauma Violence & Abuse," which was accepted for publication by Sage. This meta-analysis examined the prevalence of student bullying against teachers, drawing from both teacher-reported victimization and student-reported perpetration. Following the PRISMA guidelines, this study systematically searched across seven databases (e.g., ERIC, Scopus, Academic Search Ultimate) and identified 59 studies spanning 26 countries. Included studies were peer-reviewed journal articles written in English. The analysis included data from a total of 203,535 teachers and 110,021 students. The pooled prevalence of student bullying against teachers was 51.1% (based on 14,022 teacher reports) and 17.3% (based on 78,001 student reports). Among teacher-reported cases, pooled prevalence rates were calculated, including verbal (ranged from 9.00% [belittling] to 37.70% [saying mean things]), physical (ranged from 1% [weapon pulled] to 39.5% [obscene gesture]), relational (ranged from 4.40% [isolation] to 44.40% [ignoring]), sexual (ranged from 2.90% [physical sexual bullying] to 14.20% [verbal sexual bullying]), cyberbullying (6.40%), and bullying based on personal characteristics (14.80%). In contrast, student-reported cases focused on verbal (ranged from 3.10% [verbal threat] to 10.30% [saying mean things]), physical (ranged from 2.60% [kicking and slapping] to 5.20% [damage property]), and cyberbullying (5.70%). Findings highlighted discrepancies in pooled prevalence rates between teacher and student reports of TTB. This study identified three moderators (based on teacher reports): country of origin, publication year, and recall period. These findings highlighted the need for targeted interventions and professional development programs to systematically address student bullying against teachers to increase awareness and improve knowledge for both teachers and students, and improve school climate.

Submitted on: Dec. 15

Bixi Qiao, Psychology, co-authored the article "Directed Motivational Currents in US Undergraduate Language Learners: A Mixed‐Methods Study" in the "International Journal of Applied Linguistics," published on Dec. 2 by Wiley. Directed motivational currents (DMC) are periods of intense engagement in tasks related to highly valued goals. The current study examined the prevalence and characteristics of DMC experiences in learning of languages other than English among undergraduate students from two universities in the U.S., along with factors that may promote DMC. This study investigated both internal and external contributors, including hope, language mindset, and teachers’ autonomy support. Using a mixed-methods approach, the data indicated that learners’ DMC experiences were generally highly intense and short lived and more evident in learners with low to intermediate proficiency levels. Hope directly predicted DMC experiences; language mindset and teachers’ autonomy support indirectly predicted DMC through hope.

Submitted on: Dec. 15

Bixi Qiao, Psychology, presented "Prevalence of U.S. Teachers’ Personal Experiences with Student Bullying in K-12 Schools" at the Society for the Study of Human Development on Oct. 24 in Lexington, KY.

Submitted on: Oct. 27

Bixi Qiao, Psychology, presented "Effects of Empathy Training on Student Bullying Behaviors: A Systematic Review (Research Proposal)" at the Association of Psychological Science (APS) Global Summit on Oct. 21 online.

Submitted on: Oct. 27

Bixi Qiao, Psychology, presented "Navigating the Uncharted: Lessons from a Pilot Study on Student Bullying Against Teachers in India" at the Association of Psychological Science (APS) Global Summit on Oct. 21 online.

Submitted on: Oct. 27