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Burningham A, Brendgen M, Turgeon L, Vitaro F. The Social Failure Model: Do Classroom Norms Play a Role in the Development of Antisocial Behavior and Depressive Symptoms? Res Child Adolesc Psychopathol 2024:10.1007/s10802-024-01229-2. [PMID: 39167320 DOI: 10.1007/s10802-024-01229-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/08/2024] [Indexed: 08/23/2024]
Abstract
This study examined the moderating role of descriptive and status norms in the stability of youth's antisocial behavior, and the link between initial antisocial behavior and the development of depressive symptoms over the course of one academic year, while controlling for initial depression levels. A total of 1081 students (51.06% girls; grades 4 through 6) in schools in low to average socio-economic status neighborhoods completed self-reports and a peer nomination inventory in the fall (T1) and spring (T2) of one year. Descriptive norms were operationalized as the classroom- and sex-specific mean level of antisocial behavior. Status norms were operationalized as the classroom- and sex-specific correlation between antisocial behavior and social preference. Descriptive norms moderated the link between T1 and T2 antisocial behavior, such that youth exhibiting high levels of antisocial behavior showed a greater increase in antisocial behavior in classrooms where descriptive norms strongly favored such behavior (i.e., + 1 SD) than in classrooms with neutral or weak descriptive norms (i.e., - 1 SD). Status norms moderated the association between T1 antisocial behavior and T2 depressive symptoms, such that youth with high levels of antisocial behavior had higher depressive symptoms in classrooms where status norms disfavored antisocial behavior than in classrooms with neutral or favorable norms. No moderating effects of sex or grade were observed. These results suggest that both descriptive norms and status norms play important, albeit distinct, roles in exacerbating youth's depressive symptoms and antisocial behavior, but they may also mitigate these same outcomes in favorable contexts.
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Affiliation(s)
- Amy Burningham
- Department of Psychology, Université du Québec à Montréal, 200 Sherbrooke St. W, Montreal, Québec, Canada
| | - Mara Brendgen
- Department of Psychology, Université du Québec à Montréal, 200 Sherbrooke St. W, Montreal, Québec, Canada.
| | - Lyse Turgeon
- Department of Psycho-Education, Université de Montréal, Montreal, Canada
| | - Frank Vitaro
- Department of Psycho-Education, Université de Montréal, Montreal, Canada
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Perino MT, Harper-Lednicky JC, Vogel AC, Sylvester CM, Barch DM, Luby JL. Social anxiety moderates the association between adolescent irritability and bully perpetration. Dev Psychopathol 2024:1-8. [PMID: 38476047 DOI: 10.1017/s0954579424000439] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/14/2024]
Abstract
BACKGROUND Preliminary work suggests anxiety moderates the relationship between irritability and bullying. As anxiety increases, the link between irritability and perpetration decreases. We hypothesize that any moderation effect of anxiety is driven by social anxiety symptoms. We sought to explicate the moderating effect of anxiety, while clarifying relations to other aggressive behaviors. METHODS A sample of adolescents (n = 169, mean = 12.42 years of age) were assessed using clinician rated assessments of anxiety, parent reports of irritability and bullying behaviors (perpetration, generalized aggression, and victimization). Correlations assessed zero-order relations between variables, and regression-based moderation analyses were used to test interactions. Johnson-Neyman methods were used to represent significant interactions. RESULTS Irritability was significantly related to bullying (r = .403, p < .001). Social, but not generalized, anxiety symptoms significantly moderated the effect of irritability on bully perpetration (t(160) = -2.94, b = -.01, p = .0038, ΔR2 = .0229, F(1, 160) = 8.635). As social anxiety symptoms increase, the link between irritability and perpetration decreases. CONCLUSIONS Understanding how psychopathology interacts with social behaviors is of great importance. Higher social anxiety is linked to reduced relations between irritability and bullying; however, the link between irritability and other aggression remains positive. Comprehensively assessing how treatment of psychopathology impacts social behaviors may improve future intervention.
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Affiliation(s)
- Michael T Perino
- Department of Psychiatry, Washington University School of Medicine, St. Louis, MO, USA
| | | | - Alecia C Vogel
- Department of Psychiatry, Washington University School of Medicine, St. Louis, MO, USA
| | - Chad M Sylvester
- Department of Psychiatry, Washington University School of Medicine, St. Louis, MO, USA
| | - Deanna M Barch
- Department of Psychiatry, Washington University School of Medicine, St. Louis, MO, USA
- Department of Psychology and Brain Sciences, Washington University in St Louis, St. Louis, MO, USA
| | - Joan L Luby
- Department of Psychiatry, Washington University School of Medicine, St. Louis, MO, USA
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3
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Social goals and gains of adolescent bullying and aggression: A meta-analysis. DEVELOPMENTAL REVIEW 2023. [DOI: 10.1016/j.dr.2023.101073] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/31/2023]
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Olivier E, Morin AJS, Vitaro F, Galand B. Challenging the "'Mean Kid"' Perception: Boys' and Girls' Profiles of Peer Victimization and Aggression from 4th to 10th Grades. JOURNAL OF INTERPERSONAL VIOLENCE 2022; 37:NP15095-NP15129. [PMID: 33719703 PMCID: PMC9465533 DOI: 10.1177/0886260521997949] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Student involvement in peer aggression is assumed to include the uninvolved, victims, aggressors, and victim-aggressor groups. Yet, evidence supporting this four-group configuration is equivocal. Although most studies report the four groups, several of the aggressor groups could have been labeled as moderate victim-aggressors. This study first reviews studies identifying subgroups of students involved in verbal, relational, and physical aggression. The study then assesses students' perceived involvement in elementary (n = 2,071; Grades 4-6) and secondary school (n = 1,832; Grades 7-10), as well as the associations with outcomes (school belonging, depressive thoughts, and perceived school violence). Latent profile analysis identified three profiles (uninvolved, victim-only, and victim-aggressor) across all grades and genders. In primary school, the uninvolved, victim, and victim-aggressor respectively included 54.56%, 37.51%, and 7.83% of the girls, and 44.23%, 31.92%, and 23.85% of the boys. In secondary school, the uninvolved, victim, and victim-aggressor respectively included 80.16%, 14.93% and 4.91% of the girls, and 64.31%, 22.95% and 12.74% of the boys. Victims and victim-aggressors reported poorer adjustment than uninvolved students. Victims and victim-aggressors reported lower levels of school belonging and higher levels of depressive thoughts than uninvolved students. Also, victim-aggressors perceived more violence in their school than victims and uninvolved students, and victims perceived more violence than uninvolved students. These findings question the existence of an aggressor-only profile, at least, according to student perception, suggesting the need for a new perspective when intervening with students involved in peer aggression.
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Affiliation(s)
- Elizabeth Olivier
- Substantive-Methodological Synergy Research Laboratory, Concordia University, Montreal, Canada
- The first two authors-Elizabeth Olivier and Alexandre J.S. Morin contributed equally to this article and their order was determined at random: Both should thus be considered first authors
| | - Alexandre J S Morin
- Substantive-Methodological Synergy Research Laboratory, Concordia University, Montreal, Canada
- The first two authors-Elizabeth Olivier and Alexandre J.S. Morin contributed equally to this article and their order was determined at random: Both should thus be considered first authors
| | - Frank Vitaro
- Département de Psychoéducation, Université de Montréal, Canada
| | - Benoit Galand
- Psychological Sciences Research Institut, Faculté de psychologie et des sciences de l'éducation, Université catholique de Louvain
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Farina E, Belacchi C. Social Status and Emotional Competence in Bullying: A Longitudinal Study of the Transition From Kindergarten to Primary School. Front Psychol 2022; 13:817245. [PMID: 35578656 PMCID: PMC9106559 DOI: 10.3389/fpsyg.2022.817245] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2021] [Accepted: 04/11/2022] [Indexed: 11/26/2022] Open
Abstract
Moving on to a higher level of schooling represents a crucial developmental challenge for children: studies have shown that transitioning to a new school context can increase the perceived importance of peer acceptance, popularity, and adaptation to the new social environment. The aim of this study was to investigate simultaneously the influence of interpersonal variables (social status indices) and personal variables (empathy and understanding of emotions) on role-taking in bullying episodes (hostile, prosocial, victim, and outsider roles) from a longitudinal perspective. These variables were assessed on 41 children in their last year of kindergarten (t1) and in their 1st year of primary school (t2). The main longitudinal results showed that prosocial behaviors are more stable than hostile, victim, and outsider behaviors. Moreover, social preference—together with affective empathy—at t1 had a clear negative predictive effect on hostile roles at t2, while social preference had a positive effect on prosocial roles at t2. Social impact at t1 negatively predicted being a victim at t2. On the other hand, social preference at t2 was negatively predicted only by the victim role at t1. Social impact at t1 had a significant and negative effect on being victimized at t2 while was negatively predicted at t2 by the outsider at t1. Our study—even if exploratory—seems to highlight the existence of a specific, differentiate effect of two distinct social status indices on the participant role-taking in bullying episodes in the transitional period from kindergarten to primary school.
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Affiliation(s)
- Eleonora Farina
- Department of Human Sciences for Education R. Massa, University of Milano-Bicocca, Milan, Italy
- *Correspondence: Eleonora Farina,
| | - Carmen Belacchi
- Department of Communication Sciences, Humanities and International Studies, University of Urbino Carlo Bo, Urbino, Italy
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Salmivalli C, Laninga‐Wijnen L, Malamut ST, Garandeau CF. Bullying Prevention in Adolescence: Solutions and New Challenges from the Past Decade. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2021; 31:1023-1046. [PMID: 34820956 PMCID: PMC9271952 DOI: 10.1111/jora.12688] [Citation(s) in RCA: 28] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/15/2023]
Abstract
Bullying among youth at school continues to be a global challenge. Being exposed to bullying may be especially hurtful in adolescence, a vulnerable period during which both peer group belonging and status become key concerns. In the current review, we first summarize the effectiveness of the solutions that were offered a decade ago in the form of anti-bullying programs. We proceed by highlighting some intriguing challenges concomitant to, or emerging from these solutions, focusing especially on their relevance during adolescence. These challenges are related to (1) the relatively weak, and highly variable effects of anti-bullying programs, (2) the complex associations among bullying, victimization, and social status, (3) the questions raised regarding the beneficial (or possibly iatrogenic) effects of peer defending, and (4) the healthy context paradox, that is, the phenomenon of remaining or emerging victims being worse off in contexts where the average levels of victimization decrease. We end by providing some suggestions for the next decade of research in the area of bullying prevention among adolescents.
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Defoe IN, van Gelder JL, Ribeaud D, Eisner M. The Co-development of Friends' Delinquency with Adolescents' Delinquency and Short-term Mindsets: The Moderating Role of Co-Offending. J Youth Adolesc 2021; 50:1601-1615. [PMID: 33881699 PMCID: PMC8270852 DOI: 10.1007/s10964-021-01417-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2020] [Accepted: 02/18/2021] [Indexed: 11/09/2022]
Abstract
The companions in crime hypothesis suggests that co-offending moderates the link between peer delinquency and adolescent delinquency. However, this hypothesis has rarely been investigated longitudinally. Hence, this study investigated the co-development of friends' delinquency and adolescents' delinquency, as well as the co-development of friends' delinquency and short-term mindsets (impulsivity and lack of school future orientation). Whether this co-development is stronger when adolescents engage in co-offending was also investigated. Three data waves with two year lags from an ethnically-diverse adolescent sample (at wave 1: N = 1365; 48.6% female; Mage = 13.67; age range = 12.33-15.09 years) in Switzerland were used. The results from parallel process latent growth modeling showed that the co-development between friends' delinquency and adolescents' delinquency was stronger when adolescents engaged in co-offending. Thus co-offending likely provides direct access to a setting in which adolescents continue to model the delinquency they learned with their peers.
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Affiliation(s)
- Ivy N Defoe
- Forensic Child and Youth Care Sciences, University of Amsterdam, 1001 NG, Amsterdam, The Netherlands.
| | | | | | - Manuel Eisner
- University of Zurich, Zurich, Switzerland
- University of Cambridge, Cambridge, UK
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Bidirectional Effects Between Callous-Unemotional Traits and Student-Teacher Relationship Quality Among Middle School Students. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2021; 48:277-288. [PMID: 31705349 DOI: 10.1007/s10802-019-00595-6] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
Abstract
The present study investigated the bidirectional effects between callous-unemotional (i.e., CU) traits, student-teacher relationship quality, and bonds with school. A sample of 301 middle school students (156 girls; M age = 12.96 years, SD = 0.94) completed the Inventory of Callous-Unemotional Traits and the Student-Teacher Relationship Questionnaire, along with measures of both externalizing and internalizing problems, both in the first and second part of the school year (i.e., a time frame of 6 months). They also completed a peer-nominated measure of social preference within their peer group at the beginning of the school year. Results from a cross-lagged panel model suggested that, controlling for measures of both externalizing and internalizing problems, levels of affiliation with teachers were negatively related to levels of CU traits in students with low levels of social preference among peers. Moreover, a synergistic effect of high levels of both bonds with school and social preference emerged in predicting lower levels of CU traits. Similar results emerged with regard to externalizing problems, over and above the role of CU traits and internalizing problems. No effects of CU traits predicting student-teacher relationship quality emerged. Overall, the findings highlighted the teachers' role as emotion socializers and role models for the students who can promote students' emotional and relational prosperity over the development of maladaptive outcomes, including CU traits. They also stressed the importance of considering multiple environmental determinants in examining the pathways to CU traits, suggesting the need to integrate and expand previous research on parenting.
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Mertens ECA, Deković M, Van Londen M, Reitz E. The Role of Classmates' Modeling and Reinforcement in Adolescents' Perceived Classroom Peer Context. J Youth Adolesc 2021; 50:260-270. [PMID: 33011915 PMCID: PMC7875940 DOI: 10.1007/s10964-020-01325-8] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2020] [Accepted: 09/22/2020] [Indexed: 11/05/2022]
Abstract
Experiences with classmates can affect adolescents' academic, emotional, and social development. The aim was to examine whether changes in classmates' modeling and reinforcement, induced by an intervention, affected changes in adolescents' perceived classroom peer context and whether these associations were moderated by dyadic mutuality. Questionnaires and observations were used in a sample of 7th Grade students (N = 152; Mage = 12.37; 53.8% boys). Generally, changes in classmates' modeling and reinforcement were unrelated to adolescents' perceived classroom peer context, except for classmates' prosocial modeling. Increases in prosocial modeling were related to decreases in victimization, especially for dyads with high levels of mutuality. The results suggest that classmates' prosocial modeling may be more important for the perceived classroom peer context than classmates' deviant modeling.
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Affiliation(s)
- Esther C A Mertens
- Utrecht University, Child and Adolescent Studies, Heidelberglaan 1, 3584 CS, Utrecht, The Netherlands.
| | - Maja Deković
- Utrecht University, Child and Adolescent Studies, Heidelberglaan 1, 3584 CS, Utrecht, The Netherlands
| | - Monique Van Londen
- Utrecht University, Child and Adolescent Studies, Heidelberglaan 1, 3584 CS, Utrecht, The Netherlands
| | - Ellen Reitz
- Utrecht University, Child and Adolescent Studies, Heidelberglaan 1, 3584 CS, Utrecht, The Netherlands
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Ragelienė T, Grønhøj A. Preadolescents' healthy eating behavior: peeping through the social norms approach. BMC Public Health 2020; 20:1268. [PMID: 32819336 PMCID: PMC7441719 DOI: 10.1186/s12889-020-09366-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2019] [Accepted: 08/09/2020] [Indexed: 12/21/2022] Open
Abstract
BACKGROUND The rising childhood obesity rate is a major public health challenge. The objective of this study is to examine key underlying mechanisms for peer-related social influence on preadolescents' healthy eating behavior by including factors closely linked with the quality of preadolescents' relationship with peers. METHODS A cross-sectional study was conducted in a convenience sample of 278 Lithuanian preadolescents, recruited from a public school. A questionnaire containing sociodemographic questions, questions about food intake, peer-related social norms of healthy eating, social self-efficacy, vegetable preference, need for peer approval and feeling of belonging were applied. Data was analyzed using structural equation modeling. RESULTS The results of the SEM showed that social self-efficacy predicts feeling of belonging to the peer group and need for peer approval. Feeling of belonging and need for peer approval predict actual intake of vegetables via injunctive norms of healthy eating. However, neither feeling of belonging nor need for peer approval predicted descriptive norms of healthy eating. Contrary to our expectations, descriptive norms were found to be unrelated with actual intake of vegetables, though vegetable preference predicted actual intake of vegetables. Vegetable preference was not predicted by injunctive or descriptive peers' social norms of healthy eating. CONCLUSIONS The findings of this study offer insight for informing parents, teachers and for social norms marketing interventions by stressing the importance of social relations when the aim is to encourage healthy eating among preadolescents.
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Affiliation(s)
- Tija Ragelienė
- Department of Management, Aarhus University, School of Business and Social Sciences, Aarhus, Denmark
| | - Alice Grønhøj
- Department of Management, Aarhus University, School of Business and Social Sciences, Aarhus, Denmark
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Adolescents' engagement trajectories in multicultural classrooms: The role of the classroom context. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2020. [DOI: 10.1016/j.appdev.2020.101156] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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12
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Lessard LM, Juvonen J. Engagement Norms Buffer Academic Risks Associated with Peer Rejection in Middle School. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2020; 29:235-241. [PMID: 33758444 DOI: 10.1177/0165025420915779] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The current study examined school variations in academic engagement norms and whether such norms affect those most susceptible to peer influence. We presumed that behaviors associated with perceived popularity make norms salient and are most likely to affect socially marginalized (rejected) youth. Focusing on differences across 26 middle schools, the main aim was to test whether academic engagement norms moderate the association between peer rejection and subsequent academic difficulties. The U.S. public school sample included 5,991 youth (52% girls): 32% Latino/a, 20% White, 14% East/Southeast Asian, 12% African American, and 22% from other specific ethnic groups. Multilevel models were used to examine whether engagement norms moderated the association between sixth grade peer rejection and changes in grade point average (GPA) and academic engagement across middle school (i.e., from sixth to eighth grade). Consistent with our contextual moderator hypothesis, the association between peer rejection and academic engagement was attenuated-- and in the case of GPA eliminated-- in schools where higher engagement was a salient norm. The study findings suggest that the behaviors of popular peers affect those on social margins, and that academic difficulties are not inevitable for rejected youth.
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Perino MT, Guassi Moreira JF, Telzer EH. Links between adolescent bullying and neural activation to viewing social exclusion. COGNITIVE, AFFECTIVE & BEHAVIORAL NEUROSCIENCE 2019; 19:1467-1478. [PMID: 31292887 PMCID: PMC6864266 DOI: 10.3758/s13415-019-00739-7] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Abstract
Neuroscientists who have studied bullying have primarily focused on the psychopathology of diagnosable offenders or the resulting symptomatology of victimization. Less attention has been given to theories that suggest that bullying may be an interpersonal strategy. In an exploratory study, we recruited a sample of adolescents (N = 24) who engaged in high rates of delinquent behavior and collected self-report ratings of bullying behaviors. During an fMRI scan, adolescents observed instances of social exclusion and social inclusion. The adolescents' self-reported bullying was associated with greater ventral striatum, amygdala, medial prefrontal cortex, and insula activation when viewing social exclusion > social inclusion. Activation in these regions is commonly associated with reward-learning, salience monitoring, and motivational processes, suggesting that bullies show altered processing of interpersonal cues and social dynamic experiences in their environment. Our findings highlight the need for developmental neuroscientists to further explore the role of social motivation in processing socio-affective information, with a particular focus on goal-directed antisocial behavior.
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Affiliation(s)
- Michael T Perino
- Department of Psychiatry, Washington University School of Medicine in St. Louis, St. Louis, MO, USA
| | - João F Guassi Moreira
- Department of Psychology, University of California, Los Angeles, Los Angeles, CA, USA
| | - Eva H Telzer
- Department of Psychology & Neuroscience, University of North Carolina, Chapel-Hill, 235 E Cameron Avenue, Room 213D, Chapel Hill, NC, 27599, USA.
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Gommans R, Sandstrom MJ, Stevens GW, ter Bogt TF, Cillessen AH. Popularity, likeability, and peer conformity: Four field experiments. JOURNAL OF EXPERIMENTAL SOCIAL PSYCHOLOGY 2017. [DOI: 10.1016/j.jesp.2017.10.001] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/22/2023]
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15
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Depressive symptoms, friend distress, and self-blame: Risk factors for adolescent peer victimization. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2017; 51:35-43. [PMID: 29056807 DOI: 10.1016/j.appdev.2017.02.005] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/23/2023]
Abstract
Past research indicates that depressed adolescents experience increased risk for peer victimization. Less is known about the conditions under which depressive symptoms predict social vulnerability and the mechanism underlying such links. The current study considers a) characterological self-blaming attributions as a social cognitive mechanism accounting for links between depressive symptoms and victimization across the first two years of middle school and b) the potential moderating role of friends' level of depressive symptoms. Relying on an ethnically diverse sample of 5,374 adolescents, multilevel moderated mediation analyses indicated that maladaptive attributions accounted for links between 6th grade depressive symptoms and increases in 7th grade victimization. Moreover, this mediational pathway was strongest for students whose friends also experienced heightened depressive symptoms at the beginning of middle school. These results highlight the roles of both intra- and inter-personal risk factors in predicting social cognitive biases and future victimization risk during the middle school years.
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Peer victimization in adolescence: The nature, progression, and consequences of being bullied within a developmental context. J Adolesc 2017; 55:116-128. [PMID: 28081521 DOI: 10.1016/j.adolescence.2016.12.012] [Citation(s) in RCA: 102] [Impact Index Per Article: 14.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/04/2016] [Revised: 12/17/2016] [Accepted: 12/30/2016] [Indexed: 02/03/2023]
Abstract
Since Dan Olweus's seminal work on bullying in the 1970's (Olweus, 1978), there has been a concerted effort by investigators to identify the confluence of factors that contribute to peer victimization and its role in psychosocial development. Although the cause and consequences of peer victimization may include underlying, age-invariant processes, the manifestation of these factors is, in part, driven by the developmental stage being studied. Thus, a comprehensive understanding of peer victimization requires an explicit developmental perspective. This paper examines how peer victimization in adolescence is unique from other developmental periods. Changes in the nature of peer victimization, associated risk factors, the contexts in which victimization is experienced, and the psychosocial outcomes affected are addressed. A primary focus is how maturational processes and interpersonal contexts characteristic of adolescence contribute to changes in victimization, with the objective of informing future research directions and the development of effective interventions.
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Kiefer SM, Wang JH. Associations of coolness and social goals with aggression and engagement during adolescence. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2016. [DOI: 10.1016/j.appdev.2016.02.007] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Perceived Peer Delinquency and Externalizing Behavior Among Rural Youth: The Role of Descriptive Norms and Internalizing Symptoms. J Youth Adolesc 2015; 45:520-31. [PMID: 26519368 DOI: 10.1007/s10964-015-0382-1] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/26/2015] [Accepted: 10/25/2015] [Indexed: 10/22/2022]
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Meter DJ, Casper DM, Card NA. Perceptions of intimacy and friendship reciprocity moderate peer influence on aggression. Aggress Behav 2015; 41:432-42. [PMID: 26918432 DOI: 10.1002/ab.21577] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2013] [Revised: 10/07/2014] [Accepted: 10/09/2014] [Indexed: 11/06/2022]
Abstract
Previous research has shown that close friends' influence can exacerbate adolescents' aggressive behavior, but results of studies which examine whether friendships of greater or lesser qualities moderate peer influence effects are inconsistent. The present study tested whether the perception of the positive friendship quality of intimate exchange and friendship reciprocity moderated best friend influence on participant aggression over time. The 243 participants were approximately 12 years old and ethnically diverse. Neither intimate exchange nor reciprocity significantly moderated friend influence on aggression in a simple way, but the interaction of intimate exchange and friendship reciprocity predicted peer influence on participants' aggression over time. Specifically, highly intimate, nonreciprocal best friendships and less intimate, reciprocal best friendships showed greatest influence when friends' proportion of peer nominations for aggression was high. Reciprocity and intimacy should be considered when predicting peer influence on aggression.
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Ciucci E, Baroncelli A. Emotion-related personality traits and peer social standing: unique and interactive effects in cyberbullying behaviors. CYBERPSYCHOLOGY BEHAVIOR AND SOCIAL NETWORKING 2014; 17:584-90. [PMID: 25055248 DOI: 10.1089/cyber.2014.0020] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Abstract
This study investigated the unique and interactive effects of emotion-related personality traits (i.e., callousness and uncaring traits) and peer social standing (i.e., social preference and perceived popularity) on cyberbullying behaviors in preadolescents. A total of 529 preadolescents (247 boys, 46.69%) were recruited from an Italian middle school (Mage=12 years and 7 months; SD=1 year and 2 months). The participants primarily consisted of Italian children (91.12%). A series of binary logistic regression analyses parted by gender were conducted to examine the main and interactive effects of self-reported emotion-related variables and peer-reported social standing in the prediction of self-reported cyberbullying behaviors, while controlling for cyber victimization and grade effects. In girls, an uncaring disposition was directly associated with cyberbullying behaviors, whereas in boys this association only emerged for those with low perceived popularity. Our results indicated that, in developing anti(cyber)bullying programs, school researchers and practitioners should jointly consider individual and contextual factors.
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Affiliation(s)
- Enrica Ciucci
- 1 Department of Education and Psychology, University of Florence , Florence, Italy
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Juvonen J, Wang Y, Espinoza G. Physical aggression, spreading of rumors, and social prominence in early adolescence: reciprocal effects supporting gender similarities? J Youth Adolesc 2012; 42:1801-10. [PMID: 23275064 DOI: 10.1007/s10964-012-9894-0] [Citation(s) in RCA: 32] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/16/2012] [Accepted: 12/17/2012] [Indexed: 11/28/2022]
Abstract
There is a robust association between aggression and social prominence by early adolescence, yet findings regarding the direction of influence remain inconclusive in light of gender differences across various forms of aggressive behaviors. The current study examined whether physical aggression and spreading of rumors, as two gender-typed aggressive behaviors that differ in overt displays of power, promote and/or maintain socially prominent status for girls and boys during non-transitional grades in middle school. Peer nominations were used to assess physical aggression, spreading of rumors, and "cool" reputation (social prominence) during three time points between the spring of seventh grade and spring of eighth grade. Participants included 1,895 (54 % female) ethnically diverse youth: 47 % Latino, 22 % African-American, 11 % Asian, 10 % White and 10 % Other/Mixed ethnic background. Cross-lagged path analyses were conducted to test the directionality of the effects, and gender moderation was assessed by relying on multi-group analyses. The analyses revealed mainly reciprocal associations for each form of aggression, suggesting that boys, as well as girls, can both gain and maintain their status by spreading rumors about their peers, just as they do by physically fighting and pushing others in urban middle schools. The implications of the findings for interventions are discussed.
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Affiliation(s)
- Jaana Juvonen
- Department of Psychology, University of California, Los Angeles, Los Angeles, CA, 90095, USA,
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Pöyhönen V, Juvonen J, Salmivalli C. Standing Up for the Victim, Siding with the Bully or Standing by? Bystander Responses in Bullying Situations. SOCIAL DEVELOPMENT 2012. [DOI: 10.1111/j.1467-9507.2012.00662.x] [Citation(s) in RCA: 94] [Impact Index Per Article: 7.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Galván A, Spatzier A, Juvonen J. Perceived norms and social values to capture school culture in elementary and middle school. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2011. [DOI: 10.1016/j.appdev.2011.08.005] [Citation(s) in RCA: 64] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Bellmore A, Villarreal VM, Ho AY. Staying cool across the first year of middle school. J Youth Adolesc 2011; 40:776-85. [PMID: 20842415 PMCID: PMC3111727 DOI: 10.1007/s10964-010-9590-x] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2010] [Accepted: 08/28/2010] [Indexed: 11/10/2022]
Abstract
As students transition into middle school they must successfully negotiate a new, larger peer context to attain or maintain high social standing. The goal of this study was to examine the extent to which the maintenance, attainment, and loss of a cool status over the course of the sixth grade is associated with student and classroom levels of physical, verbal, and relational aggression. To address this goal, we studied a sample of 1985 (55% girls) ethnically diverse adolescents from 99 sixth grade classrooms in the United States. Attaining a cool status at any point across the school year was associated with stronger aggressive reputations. Additionally, classroom norms for aggressive behavior moderated the association between changes in aggression over the school year and the stability of coolness such that students who maintained their coolness across the school year showed greater increases in their verbally aggressive reputations from fall to spring when they were in classrooms with higher levels of aggression. The findings illustrate the importance of fitting in with social norms for maintaining a high social status among a new set of peers in middle school.
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Affiliation(s)
- Amy Bellmore
- Department of Educational Psychology, University of Wisconsin-Madison, Madison, WI, USA.
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Students' perceptions of characteristics associated with social success: Changes during early adolescence. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2011. [DOI: 10.1016/j.appdev.2011.05.002] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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Early Adolescent Peer Ecologies in Rural Communities: Bullying in Schools That Do and Do not Have a Transition During the Middle Grades. J Youth Adolesc 2011; 40:1106-17. [DOI: 10.1007/s10964-011-9684-0] [Citation(s) in RCA: 35] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/15/2011] [Accepted: 06/06/2011] [Indexed: 11/26/2022]
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Brechwald WA, Prinstein MJ. Beyond Homophily: A Decade of Advances in Understanding Peer Influence Processes. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2011; 21:166-179. [PMID: 23730122 PMCID: PMC3666937 DOI: 10.1111/j.1532-7795.2010.00721.x] [Citation(s) in RCA: 557] [Impact Index Per Article: 42.8] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/04/2023]
Abstract
This article reviews empirical and theoretical contributions to a multidisciplinary understanding of peer influence processes in adolescence over the past decade. Five themes of peer influence research from this decade were identified, including a broadening of the range of behaviors for which peer influence occurs, distinguishing the sources of influence, probing the conditions under which influence is amplified/attenuated (moderators), testing theoretically based models of peer influence processes (mechanisms), and preliminary exploration of behavioral neuroscience perspectives on peer influence. This review highlights advances in each of these areas, underscores gaps in current knowledge of peer influence processes, and outlines important challenges for future research.
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