ABSTRACT
Objective@#To explore the association of social bonds, deviant behaviors and bullying victimization among children, and to provide practical reference for deviant behavior and bullying victimization prevention among children.@*Methods@#A questionnaire survey was conducted among 1 044 students from 8 schools in Hubei Province through empirical stratification and non-strict random sampling. Among them, 612 were left-behind children and 427 were non-left-behind children.@*Results@#There was a positive correlation between deviant behavior and bullying victimization (r=0.17, P<0.01); The average level of positive cognition of left-behind children(2.95) was significantly lower than that of non-left-behind children(3.07) (t=-2.31, P<0.05); Regression analysis showed that participation in daily housework and deviant behavior had a significant positive impact on bullying victimization of left-behind children (β for deviant behavior was 0.55, P<0.01; β for participation in daily housework was 0.27, P<0.05). Relation with peers could significantly negatively predict bullying victimization among left-behind children (β for peer relationship was -0.25, P<0.05). In the deviant behavior model, bullying victimization had a significant positive impact on deviant behavior among left-behind children (β for bullying was 0.58, P<0.01); Parent-child relationship and teacher-student attachment could significantly negatively predict deviant behavior of left-behind children (β for parent-child relationship was -0.34, P<0.01; β for teacher-student relationship was -0.49, P<0.01).@*Conclusion@#The vulnerability of social bonds, deviant behavior and bullying victimization shows intercorrelation among children. Attachment is the common factor that affects deviant behavior and bullying victimization among left-behind children. Participation in daily housework has a unique impact on the bullying experience of left-behind children.