Exploring the relationship between the learning environment and bullying: PLS-SEM evidence from Norwegian higher education

Abstract Increasing awareness of the consequences of bullying leads to efforts to address deficiencies in the learning environments in which bullying occurs. This study explored factors that determine the learning environment and their influence on bullying experiences at two universities in Norway. The study employed a cross-sectional design involving 438 students. Students’ perceptions of various learning environment variables were correlated with their experiences of various negative behaviours and victimisation using partial least squares structural equation modelling (PLS-SEM). The results show that students’ perceptions of the universities’ general learning environments are inversely associated with various negative behaviour constructs and victimisation, and the results are notable among bachelor students and married and cohabiting people. The study shows that an improvement, mainly in the universities’ general learning environment, relative to the validated variables, would reduce the occurrence and experience of bullying.