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Jin G, Bian X, Zhou T, Liu J. Different Ways to Defend Victims of Bullying: Defending Profiles and Their Associations with Adolescents' Victimization Experiences and Depressive Symptoms. J Youth Adolesc 2024; 53:621-631. [PMID: 38032413 DOI: 10.1007/s10964-023-01904-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2023] [Accepted: 11/12/2023] [Indexed: 12/01/2023]
Abstract
Adolescents use various strategies to help their victimized peers during bullying episodes. However, prior research has primarily adopted a variable-centered approach that examines the effect of each defending strategies separately and does not address whether there were different types of defenders who exhibit specific combinations of defending strategies and how these profiles related to youth's adjustment outcomes. Using latent profile analysis, this study identified defending profiles among a sample of Chinese adolescents (N = 1618, Mage = 13.81, SDage = 0.94, 42% girls) and examined whether these profiles differ on victimization experiences and depressive symptoms. The results yielded four defending profiles: nonaggressive defenders (15%), aggressive defenders (7%), average defenders (54%), and infrequent defenders (24%). Aggressive defenders and infrequent defenders exhibited the highest levels of self-reported victimization and depressive symptoms, whereas nonaggressive defenders demonstrated the lowest. There were no statistical profile differences in peer-reported victimization. Findings suggest that investigating the heterogeneity of youth using defending strategies is important for understanding whether defending actually puts youth at increased risk for negative adjustment.
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Affiliation(s)
- Guomin Jin
- School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
| | - Xiaohua Bian
- School of Educational Science, International Joint Laboratory of Behavioral and Cognitive Sciences, Zhengzhou Normal University, Zhengzhou, China
| | - Tong Zhou
- School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
| | - Junsheng Liu
- School of Psychology and Cognitive Science, East China Normal University, Shanghai, China.
- Shanghai Changning Mental Health Center, Shanghai, China.
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Yang Y, Liang W, Zhang Y, Wang C. The Longitudinal Effect of Peer-Nominated Popularity on Defending Behaviors in Chinese Adolescents: The Moderating Role of Manipulative Traits, Desired Popularity, and Gender. J Youth Adolesc 2024; 53:581-594. [PMID: 38147187 DOI: 10.1007/s10964-023-01927-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2023] [Accepted: 12/04/2023] [Indexed: 12/27/2023]
Abstract
The factors influencing popular adolescents to defend victims require further exploration, particularly concerning their traits and the desire for higher peer status. In this one-year longitudinal study, 2464 Chinese adolescents (48.50% girls, Mage = 13.40 years, SD = 0.61) were investigated to examine the relationship between peer-nominated popularity, manipulative traits, desired popularity, and defending behaviors. The results revealed that peer-nominated popularity had a positive predictive effect on Chinese adolescents' defending behaviors. Furthermore, this longitudinal association was accentuated by desired popularity and manipulative traits in girls but was not in boys. Specifically, popular girls with high desired popularity demonstrated a higher likelihood of engaging in defending behaviors compared to other girls. These findings carry significant implications for understanding the influencing factors behind peer status and adolescents' defending behaviors.
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Affiliation(s)
- Yang Yang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China
| | - Wenyu Liang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China
| | - Yunyun Zhang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China.
| | - Chenxu Wang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China
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3
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Yuan W, Zhang X, Wang L, Li Y. The coevolution of bullying and friendship networks. Aggress Behav 2024; 50:e22127. [PMID: 38268390 DOI: 10.1002/ab.22127] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2022] [Revised: 11/17/2023] [Accepted: 11/20/2023] [Indexed: 01/26/2024]
Abstract
The coevolution of bullying and friendship networks and the moderating effects of classroom bullying popularity norms were examined in a sample of 965 students (52.1% boys) in 22 fourth- and fifth-grade classes. Longitudinal social network analysis showed that children were more likely to bully their friends' victims (bully influence effect) and to be bullied by their friends' bullies (victim influence effect); two children bullying the same child were likely to be friends (bully selection effect), and two victims bullied by the same child were likely to be friends (victim selection effect). Bullying popularity norms served as moderators, and the bully selection effect was significant weaker in the context of low bullying popularity norms. This study adds understanding of bullying as a group process and provides implications for preventing school bullying.
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Affiliation(s)
- Wen Yuan
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, P. R. China
| | - Xuran Zhang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, P. R. China
| | - Lingfei Wang
- Institute of Mental Health, Nanjing Xiaozhuang University, Nanjing, Jiangsu Province, P. R. China
| | - Yanfang Li
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, P. R. China
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Liang W, Yang Y, Zhang Y, Zhang L, Wang C, Chen J. Clique Hierarchy Moderates the Association between Social Preference and Defending Behaviors in Early Adolescence: The Role of Gender Differences. J Youth Adolesc 2023; 52:2285-2299. [PMID: 37453979 DOI: 10.1007/s10964-023-01825-3] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2023] [Accepted: 07/09/2023] [Indexed: 07/18/2023]
Abstract
Although social preference promotes adolescents' defending behaviors, its potential mechanisms across gender cliques remain unclear from the group dynamic perspective. This study investigated 2470 Chinese early adolescents (49% girls, Mage = 14.40, SD = 0.58) to explore how social preference and clique hierarchy are associated with defending behaviors and whether these associations differ across gender-specific cliques. The results revealed that social preference was positively related to defending behaviors in boys' cliques, but negatively in girls' cliques. Furthermore, the association was strengthened by hierarchization in boys' cliques but was weakened in girls' cliques, while the status structure strengthened the association in boys' but not girls' cliques. These findings hold crucial implications for understanding and promoting defending behaviors among adolescents.
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Affiliation(s)
- Wenyu Liang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China
| | - Yang Yang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China
| | - Yunyun Zhang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China.
| | - Libin Zhang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China
| | - Chenxu Wang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China
| | - Jiayi Chen
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China
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Laninga-Wijnen L, Malamut ST, Garandeau CF, Salmivalli C. Does defending affect adolescents' peer status, or vice versa? Testing the moderating effects of empathy, gender, and anti-bullying norms. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2023; 33:913-930. [PMID: 37000023 DOI: 10.1111/jora.12847] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/25/2022] [Revised: 03/07/2023] [Accepted: 03/12/2023] [Indexed: 06/19/2023]
Abstract
This study examined bidirectional associations between students' bully-directed defending behavior and their peer status (being liked or popular) and tested for the moderating role of empathy, gender, and classroom anti-bullying norms. Three waves of data were collected at 4-5-month time intervals among 3680 Finnish adolescents (Mage = 13.94, 53.0% girls). Cross-lagged panel analyses showed that defending positively predicted popularity and, to a larger degree, being liked over time. No moderating effect of empathy was found. Popularity was more strongly predictive of defending, and defending was more strongly predictive of status among girls than among boys. Moreover, the positive effects of both types of status on defending were-albeit to a limited extent-stronger in classrooms with higher anti-bullying norms.
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Affiliation(s)
| | - Sarah T Malamut
- Developmental Psychology, INVEST Flagship, University of Turku, Turku, Finland
- Behavioural Science Institute, Radboud University Nijmegen, Nijmegen, The Netherlands
| | - Claire F Garandeau
- Developmental Psychology, INVEST Flagship, University of Turku, Turku, Finland
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Koskinen J, Snijders TAB. Multilevel longitudinal analysis of social networks. JOURNAL OF THE ROYAL STATISTICAL SOCIETY. SERIES A, (STATISTICS IN SOCIETY) 2023; 186:376-400. [PMID: 37521824 PMCID: PMC10376442 DOI: 10.1093/jrsssa/qnac009] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/22/2022] [Revised: 10/31/2022] [Accepted: 11/23/2022] [Indexed: 08/01/2023]
Abstract
Stochastic actor-oriented models (SAOMs) are a modelling framework for analysing network dynamics using network panel data. This paper extends the SAOM to the analysis of multilevel network panels through a random coefficient model, estimated with a Bayesian approach. The proposed model allows testing theories about network dynamics, social influence, and interdependence of multiple networks. It is illustrated by a study of the dynamic interdependence of friendship networks and minor delinquency. Data were available for 126 classrooms in the first year of secondary school, of which 82 were used, containing relatively few missing data points and having not too much network turnover.
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Affiliation(s)
- Johan Koskinen
- University of Stockholm, Stockholm, Sweden
- University of Melbourne, Melbourne, Australia
| | - Tom A B Snijders
- Address for correspondence: Tom A.B. Snijders, Department of Sociology, Grote Kruisstraat 2/1, 9712 TS Groningen, The Netherlands.
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Jia X, Wang J, Zhang Y. Parental support and bullying bystander behaviors in Chinese adolescents: Longitudinal mediation through social harmony. Front Public Health 2023; 11:994658. [PMID: 36969631 PMCID: PMC10037195 DOI: 10.3389/fpubh.2023.994658] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2022] [Accepted: 02/23/2023] [Indexed: 03/12/2023] Open
Abstract
Objectives Bullying in schools is a serious concern worldwide. The active defending or passive bystanding behaviors of bullying bystanders significantly contributes to the prevention of bullying. Relevant studies have increasingly adopted a social-ecological system approach in bullying research. However, the role of parental factors (microsystem) and cultural value (macrosystem) factors in adolescents' bullying behaviors in non-western culture contexts is unclear. Social harmony, which is closely related to social behavior, is a core value in Chinese culture. Exploring the role of social harmony in bullying bystanders in China could enhance our understanding of bullying, and enrich the diversity of the literature. This study aimed to examine the mediation effects of social harmony on the associations between parental support and the bullying bystanders among Chinese adolescents. Materials and methods The participants comprised 445 Chinese adolescents (mean age = 14.41, SD = 0.51) from Beijing City, China. A 17-month, two-point longitudinal study was conducted. Parental support, social harmony, and the behavior of bullying bystanders were evaluated at two time points. The hypothesized mediation model was examined using a structural equation modeling approach using bootstrapping techniques. Results The results showed that social harmony partly mediated the positive relationship between adolescents' parental support and active defending behaviors, and fully mediated the negative relationship between adolescents' parental support and passive bystanding behaviors. Conclusion These results highlight the importance of studying parental and cultural values in research on bullying bystanders.
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Affiliation(s)
- Xiaoyu Jia
- College of Teacher Education, Southwest University, Chongqing, China
| | - Jun Wang
- Key Laboratory of Child Cognition & Behavior Development of Hainan Province, Haikou, China
- Chinese Department, Qiongtai Normal University, Haikou, Hainan, China
| | - Yuchi Zhang
- Department of Educational Technology, School of Smart Education, Jiangsu Normal University, Xuzhou, China
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Malamut ST, Trach J, Garandeau CF, Salmivalli C. Does defending victimized peers put youth at risk of being victimized? Child Dev 2023; 94:380-394. [PMID: 36227019 PMCID: PMC9991954 DOI: 10.1111/cdev.13866] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/28/2021] [Revised: 08/31/2022] [Accepted: 09/04/2022] [Indexed: 11/30/2022]
Abstract
Defending peers who have been bullied is often thought to put defenders at risk of becoming victimized themselves. The study investigated the concurrent and prospective associations between defending and (peer- and self-reported) victimization, and examined popularity and classroom norms as potential moderators. Participants included 4085 Finnish youth (43.9% boys; Mage = 14.56, SD = .75; 97% born in Finland). Concurrently, defending was positively associated with self-reported victimization in classrooms with high bullying-popularity norms (b = .28, SE = .16). Defending was negatively associated with peer-reported victimization in classrooms with high defending-popularity norms (b = -.07, SE = .03). Defending was not significantly associated with future victimization, suggesting that it is generally not a risk factor for victimization.
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Affiliation(s)
- Sarah T Malamut
- INVEST Research Flagship Center, University of Turku, Turku, Finland
- Behavioural Science Institute, Radboud University, Nijmegen, Netherlands
| | - Jessica Trach
- INVEST Research Flagship Center, University of Turku, Turku, Finland
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10
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Morrow MT, Hubbard JA, Bookhout MK, Docimo MA, Swift LE, Grassetti SN, Cabanas KL. Lower Levels of Classroom Aggression Predict Stronger Relations Between Peer Victimization and Reactive Versus Proactive Aggression. JOURNAL OF INTERPERSONAL VIOLENCE 2022; 37:NP13182-NP13202. [PMID: 33794681 DOI: 10.1177/0886260521997956] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
We examined the concurrent relations of children's reactive and proactive aggression with their experience of peer victimization. Extending previous research, we assessed these relations at both the child and classroom levels. We predicted that reactive aggression would relate positively to peer victimization, proactive aggression would relate negatively to peer victimization, and that these relations would vary with classroom levels of aggression. Participants included 1,291 fourth- and fifth-grade children (681 girls; M age = 10.14 years) and their 72 teachers from 9 schools in one public school district in the Mid-Atlantic United States. Children completed self-report measures of peer victimization and teachers completed measures of aggression for each child in their classrooms. Via two-level regression (level 1 = child; level 2 = classroom), reactive aggression related positively to peer victimization and proactive aggression related negatively to peer victimization. The positive relation between reactive aggression and peer victimization was only significant in classrooms with low levels of reactive aggression. The negative relation between proactive aggression and peer victimization was only significant in classrooms with low levels of proactive aggression. Our hypotheses were supported and offered further evidence for differential relations of reactive and proactive aggression with peer victimization at the child level, while demonstrating the important role of classroom norms for aggression in moderating these relations.
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Waasdorp TE, Fu R, Clary LK, Bradshaw CP. School Climate and Bullying Bystander Responses in Middle and High School. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2022; 80:101412. [PMID: 35444357 PMCID: PMC9015685 DOI: 10.1016/j.appdev.2022.101412] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
Bullying bystanders' reactions are important for either stopping or perpetuating bullying behaviors. Given school-based bullying programs' focus on bystanders, understanding the associations between school-level factors and individual bystander responses can improve intervention efficacy. Data from 64,670 adolescents were used to examine bullying bystander responses as a function of 13 school-climate dimensions within 3 main factors (Engagement, Environment, Safety) and individual-level factors (e.g., race/ethnicity, perceptions of student-teacher connectedness). Multi-level models showed schools with better Engagement and Safety had higher odds of defender behaviors, a better Environment was associated with lower odds of passive and assisting behaviors. Differences also varied by individual-level factors. For example, an aggressive climate was associated with passive behaviors more strongly in boys and high schoolers. Further, higher perceived parent-teacher and student-teacher connectedness were associated with positive bystander behaviors, and this was stronger for Black and Latinx youth, highlighting the importance of improving relationships as a crucial starting point.
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Affiliation(s)
- Tracy Evian Waasdorp
- Children's Hospital of Philadelphia. Center for Violence Prevention. 3402 Civic Center Blvd. Philadelphia, PA 19104
- University of Pennsylvania School of Medicine. Department of Psychiatry. Philadelphia, PA 19104
| | - Rui Fu
- Children's Hospital of Philadelphia. Center for Violence Prevention. 3402 Civic Center Blvd. Philadelphia, PA 19104
| | - Laura K Clary
- Johns Hopkins University, School of Public Health. 615 N. Wolfe Street, Baltimore, MD 21205
| | - Catherine P Bradshaw
- University of Virginia, School of Education and Human Development. Bavaro Hall 112D, PO Box 400270, Charlottesville, VA 22904
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Kaufman TML, Laninga-Wijnen L, Lodder GMA. Are victims of bullying primarily social outcasts? Person-group dissimilarities in relational, socio-behavioral, and physical characteristics as predictors of victimization. Child Dev 2022; 93:1458-1474. [PMID: 35441702 PMCID: PMC9546482 DOI: 10.1111/cdev.13772] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Existing literature has mostly explained the occurrence of bullying victimization by individual socioemotional maladjustment. Instead, this study tested the person‐group dissimilarity model (Wright et al., Journal of Personality and Social Psychology, 50: 523–536, 1986) by examining whether individuals’ deviation from developmentally important (relational, socio‐behavioral, and physical) descriptive classroom norms predicted victimization. Adolescents (N = 1267, k = 56 classrooms; Mage = 13.2; 48.7% boys; 83.4% Dutch) provided self‐reported and peer‐nomination data throughout one school year (three timepoints). Results from group actor–partner interdependence models indicated that more person‐group dissimilarity in relational characteristics (fewer friendships; incidence rate ratios [IRR]T2 = 0.28, IRRT3 = 0.16, fewer social media connections; IRRT3 = 0.13) and, particularly, lower disruptive behaviors (IRRT2 = 0.35, IRRT3 = 0.26) predicted victimization throughout the school year.
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Affiliation(s)
- Tessa M L Kaufman
- ICS & Sociology, University of Groningen, Groningen, The Netherlands.,Pedagogy & Educational Sciences, Utrecht University, Utrecht, The Netherlands
| | | | - Gerine M A Lodder
- Developmental Psychology, Tilburg University, Tilburg, The Netherlands
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Lambe LJ, Craig WM. The co‐evolution of friendship, defending behaviors, and peer victimization: A short‐term longitudinal social network analysis. SOCIAL DEVELOPMENT 2022. [DOI: 10.1111/sode.12599] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Laura J. Lambe
- Department of Psychology Queen's University Kingston Ontario Canada
| | - Wendy M. Craig
- Department of Psychology Queen's University Kingston Ontario Canada
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Kisfalusi D, Hooijsma M, Huitsing G, Veenstra R. How dislike and bullying co‐develop: A longitudinal study of negative relationships among children. SOCIAL DEVELOPMENT 2022. [DOI: 10.1111/sode.12582] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- Dorottya Kisfalusi
- Computational Social Science—Research Center for Educational and Network Studies (CSS—RECENS) Centre for Social Sciences Budapest Hungary
| | - Marianne Hooijsma
- Department of Sociology/Interuniversity Center for Social Science Theory and Methodology (ICS) University of Groningen Groningen The Netherlands
| | - Gijs Huitsing
- Department of Sociology/Interuniversity Center for Social Science Theory and Methodology (ICS) University of Groningen Groningen The Netherlands
| | - René Veenstra
- Department of Sociology/Interuniversity Center for Social Science Theory and Methodology (ICS) University of Groningen Groningen The Netherlands
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The Healthy Context Paradox: When Reducing Bullying comes at a Cost to Certain Victims. THE SPANISH JOURNAL OF PSYCHOLOGY 2022; 25:e27. [DOI: 10.1017/sjp.2022.23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Abstract
Bullying remains one of the most serious problems affecting school systems around the world. The negative consequences of bullying in the short and long term have been widely documented, showing that victimized students are at greater risk of suffering psychosocial distress. In this paper, we first summarize the current situation of bullying prevention, adopting a contextual perspective, and briefly highlighting the characteristics of the most effective prevention programs. Secondly, we address a disturbing phenomenon detected in classrooms where bullying has been reduced through interventions and which has been termed “the healthy context paradox”. In these healthier contexts, students who remain in a situation of victimization have been found to present poorer psychological adjustment after the intervention. Understanding the causes of this phenomenon may offer clues for the prevention of bullying. In this regard, we present three hypotheses recently proposed to explain the phenomenon. Finally, we offer some implications for the study and prevention of bullying derived from “the healthy context paradox”.
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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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Laursen B, Veenstra R. Toward understanding the functions of peer influence: A summary and synthesis of recent empirical research. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2021; 31:889-907. [PMID: 34820944 PMCID: PMC8630732 DOI: 10.1111/jora.12606] [Citation(s) in RCA: 67] [Impact Index Per Article: 22.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/24/2020] [Revised: 12/23/2020] [Accepted: 01/12/2021] [Indexed: 05/20/2023]
Abstract
Compelling evidence demonstrates that peer influence is a pervasive force during adolescence, one that shapes adaptive and maladaptive attitudes and behaviors. This literature review focuses on factors that make adolescence a period of special vulnerability to peer influence. Herein, we advance the Influence-Compatibility Model, which integrates converging views about early adolescence as a period of increased conformity with evidence that peer influence functions to increase affiliate similarity. Together, these developmental forces smooth the establishment of friendships and integration into the peer group, promote interpersonal and intragroup compatibility, and eliminate differences that might result in social exclusion.
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Palacios D, Dijkstra JK, Berger C, Huisman M, Veenstra R. Disentangling dyadic and reputational perceptions of prosociality, aggression, and popularity in explaining friendship networks in early adolescence. SOCIAL DEVELOPMENT 2021. [DOI: 10.1111/sode.12565] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Affiliation(s)
- Diego Palacios
- Department of Sociology University of Groningen Groningen The Netherlands
- Society and Health Research Center, Facultad de Humanidades Universidad Mayor Santiago Chile
| | | | - Christian Berger
- Escuela de Psicología Pontificia Universidad Católica de Chile Santiago Chile
| | - Mark Huisman
- Department of Sociology University of Groningen Groningen The Netherlands
| | - René Veenstra
- Department of Sociology University of Groningen Groningen The Netherlands
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Daza S, Kreuger LK. Agent-Based Models for Assessing Complex Statistical Models: An Example Evaluating Selection and Social Influence Estimates from SIENA. SOCIOLOGICAL METHODS & RESEARCH 2021; 50:1725-1762. [PMID: 34621095 PMCID: PMC8491991 DOI: 10.1177/0049124119826147] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Although agent-based models (ABMs) have been increasingly accepted in social sciences as a valid tool to formalize theory, propose mechanisms able to recreate regularities, and guide empirical research, we are not aware of any research using ABMs to assess the robustness of our statistical methods. We argue that ABMs can be extremely helpful to assess models when the phenomena under study are complex. As an example, we create an ABM to evaluate the estimation of selection and influence effects by SIENA, a stochastic actor-oriented model proposed by Tom A. B. Snijders and colleagues. It is a prominent network analysis method that has gained popularity during the last 10 years and been applied to estimate selection and influence for a broad range of behaviors and traits such as substance use, delinquency, violence, health, and educational attainment. However, we know little about the conditions for which this method is reliable or the particular biases it might have. The results from our analysis show that selection and influence are estimated by SIENA asymmetrically and that, with very simple assumptions, we can generate data where selection estimates are highly sensitive to misspecification, suggesting caution when interpreting SIENA analyses.
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Affiliation(s)
- Sebastian Daza
- Center for Demography and Ecology, University of Wisconsin–Madison, Madison, WI, USA
| | - L. Kurt Kreuger
- Center for the Study of Complex Systems, University of Michigan, Ann Arbor, MI, USA
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Mauduy M, Bagneux V, Sénémeaud C. Unmasking School Bullying Witnesses: Five Different Psychological Profiles Related to Intention to Defend Victims. SCHOOL PSYCHOLOGY REVIEW 2021. [DOI: 10.1080/2372966x.2021.1978272] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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21
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Romera EM, Ortega-Ruiz R, Runions K, Camacho A. Bullying Perpetration, Moral Disengagement and Need for Popularity: Examining Reciprocal Associations in Adolescence. J Youth Adolesc 2021; 50:2021-2035. [PMID: 34331660 PMCID: PMC8417007 DOI: 10.1007/s10964-021-01482-4] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2021] [Accepted: 07/12/2021] [Indexed: 12/18/2022]
Abstract
Precursors and consequences of bullying have been widely explored, but much remains unclear about the association of moral and motivational factors. This study examined longitudinal associations between need for popularity, moral disengagement, and bullying perpetration. A total of 3017 participants, aged 11 to 16 years in wave 1 (49% girls; Mage = 13.15, SD = 1.09), were surveyed across four waves with six-month intervals. At the between-person level, cross-lagged modeling revealed a positive bidirectional association between moral disengagement and need for popularity; bullying perpetration was predicted by both need for popularity and moral disengagement. From the within-person level, random intercept cross-lagged analyses revealed that need for popularity predicted both moral disengagement and bullying perpetration. The results highlight the interplay between motivational and moral mechanisms that underlies bullying behavior.
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Affiliation(s)
| | | | - Kevin Runions
- The University of Western Australia, Perth, Australia
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22
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Rambaran JA, van Duijn MAJ, Dijkstra JK, Veenstra R. The relation between defending, (dis)liking, and the classroom bullying norm: A cross-sectional social network approach in late childhood. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2021. [DOI: 10.1177/01650254211029715] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
This study investigates the extent to which defending victims of bullying depends on liking and disliking and its relation with the classroom bullying norm (descriptive and popularity) in a sample of 1,272 students (50.8% boys) in 48 fifth-grade classrooms. Social network analysis with bivariate exponential random graph modelings showed that children are more likely to defend victims whom they like, who like them, and who are liked by the same classmates than victims who they dislike, who dislike them, and with whom they share antipathies by and to the same classmates. In addition, the analysis showed that bullying norms had an inconclusive effect on the relation between defending and (dis)liking.
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23
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Hooijsma M, Kisfalusi D, Huitsing G, Kornelis Dijkstra J, Flache A, Veenstra R. Crossing ethnic boundaries? A social network investigation of defending relationships in schools. GROUP PROCESSES & INTERGROUP RELATIONS 2021. [DOI: 10.1177/13684302211009318] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Prosocial peer relationships, such as defending against victimization, are beneficial for integration. Using the concept of multiple categorization, this study considers the extent to which similarity in gender, being in the same classroom, and similarity in network position regarding bullying or victimization contributes to the formation of cross-ethnic defending relationships among children. Longitudinal social network models were applied to complete school-level networks of 1,325 children in eight multi-ethnic elementary schools. Although same-ethnic peers were more likely to defend each other than cross-ethnic peers, similarity in gender, being in the same classroom, and similarity in network position in bullying fostered cross-ethnic defending. Moreover, being in the same classroom increased the likelihood of cross-ethnic defending even more than it did same-ethnic defending. A better understanding of how multiple categorization contributes to positive relationships between peers of different ethnic backgrounds may help to promote interethnic integration in multi-ethnic classrooms.
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Affiliation(s)
- Marianne Hooijsma
- University of Groningen and Interuniversity Center for Social Science Theory and Methodology (ICS), Groningen, Netherlands
| | - Dorottya Kisfalusi
- Centre for Social Sciences, Computational Social Science – Research Center for Educational and Network Studies (CSS – RECENS), Hungary
- Institute for Analytical Sociology Linköping University, Sweden
| | - Gijs Huitsing
- University of Groningen and Interuniversity Center for Social Science Theory and Methodology (ICS), Groningen, Netherlands
| | - Jan Kornelis Dijkstra
- University of Groningen and Interuniversity Center for Social Science Theory and Methodology (ICS), Groningen, Netherlands
| | - Andreas Flache
- University of Groningen and Interuniversity Center for Social Science Theory and Methodology (ICS), Groningen, Netherlands
| | - René Veenstra
- University of Groningen and Interuniversity Center for Social Science Theory and Methodology (ICS), Groningen, Netherlands
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24
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Riffle LN, Kelly KM, Demaray ML, Malecki CE, Santuzzi AM, Rodriguez-Harris DJ, Emmons JD. Associations among bullying role behaviors and academic performance over the course of an academic year for boys and girls. J Sch Psychol 2021; 86:49-63. [PMID: 34051917 DOI: 10.1016/j.jsp.2021.03.002] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2019] [Revised: 11/30/2020] [Accepted: 03/14/2021] [Indexed: 12/30/2022]
Abstract
Although some research has evidenced a negative association between involvement in bullying and academic performance, more work is needed to understand the associations between academic performance and involvement in a more comprehensive range of bully role behaviors. The goals of the current study were to determine (a) the associations among a broader range of bully role behaviors (i.e., bullying, assisting, victimization, defending, and outsider behavior) and academic performance (i.e., grade point average; GPA), and (b) gender differences within these associations. The current study investigated these issues over the course of an academic year with 7794 students in middle through high school. Bullying behaviors were assessed in the fall and GPA data were gathered from school records from the spring of the same academic year. The results identified significant negative associations between bullying (b = -0.07, p = .001), assisting (b = -0.16, p < .001), victimization (b = -0.06, p < .001), and defending (b = -0.04, p < .001) with student GPA, whereas no significant association emerged for outsider behavior and GPA (b = -0.02, p = .13). In addition, several gender differences were found in these associations, including a stronger negative association between assisting and GPA for girls (b = -0.23, p = .001) than for boys (b = -0.08, p = .014) and a significant negative association between victimization and GPA for girls (b = -0.09, p < .001), but not boys (b = -0.02, p = .117). Differences in results across schools were also examined in an exploratory manner. The educational impact associated with bullying behaviors, limitations of the current study, and suggestions for future research are discussed.
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Affiliation(s)
- Logan N Riffle
- Department of Psychology, Northern Illinois University, USA.
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25
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Malamut ST, Trach J, Garandeau CF, Salmivalli C. Examining the Potential Mental Health Costs of Defending Victims of Bullying: a Longitudinal Analysis. Res Child Adolesc Psychopathol 2021; 49:1197-1210. [PMID: 33855687 PMCID: PMC8321977 DOI: 10.1007/s10802-021-00822-z] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/04/2021] [Indexed: 12/02/2022]
Abstract
It has been speculated that defending victims of bullying is stressful for youth, and may contribute to poor mental health among those who regularly intervene to defend their victimized peers. However, the extant literature is thus far primarily limited to correlational, single-informant studies. The current study examined the concurrent and prospective mental health costs (e.g., social anxiety, depressive symptoms) of peer-reported defending among 4085 youth (43.9% boys; Mage = 14.56, SD = 0.75). Moreover, we examined two potential moderators (victimization and popularity) of the association between defending and internalizing problems. Analyses revealed that there was no evidence of a direct, positive relationship between defending and internalizing symptoms. However, a positive, concurrent association was found between defending and social anxiety, but only among youth who reported that they were also victims – the association was negative among non-victimized youth. In addition, both peer-reported victimization and social status were found to moderate the longitudinal relationship between defending and later symptoms of depression. Specifically, among low-status highly victimized youth, defending was associated with an increased risk of experiencing symptoms of depression, whereas high-status youth who were rarely seen as victims reported decreased symptoms of depression at T2 if they also had a reputation for defending others. The findings suggest that defending others is likely not a risk factor for youth who are not already vulnerable and/or have the protection of high status, and may actually have a protective effect for these youth.
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Affiliation(s)
- Sarah T Malamut
- Department of Psychology, INVEST Research Flagship, University of Turku, Turku, Finland. .,Behavioural Science Institute, Radboud University, Nijmegen, Netherlands.
| | - Jessica Trach
- Department of Psychology, INVEST Research Flagship, University of Turku, Turku, Finland
| | - Claire F Garandeau
- Department of Psychology, INVEST Research Flagship, University of Turku, Turku, Finland
| | - Christina Salmivalli
- Department of Psychology, INVEST Research Flagship, University of Turku, Turku, Finland
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26
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Demaray MK, Malecki CK, Ryoo JH, Summers KH. Deconstructing bullying roles: A longitudinal latent profile analysis of bullying participant behaviors for students in grades 4 through 12. J Sch Psychol 2021; 86:32-48. [PMID: 34051916 DOI: 10.1016/j.jsp.2021.02.006] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2019] [Revised: 11/12/2020] [Accepted: 02/06/2021] [Indexed: 10/21/2022]
Abstract
Bullying behavior is understood as a complex social phenomenon that includes many, and sometimes overlapping, bullying participant behaviors. The current study utilized latent profile analysis (LPA) at two time points approximately one year apart and examined what bullying participant behavior groups emerged based on students' reported levels of bullying, assisting, victimization, defending, and outsider behavior. Additionally, longitudinal latent profile analyses (LLPA) were utilized to examine potential changes in groups over time. Results suggested four groups found at two timepoints: (a) Uninvolved-Occasional Defending, with defending at a monthly rate and infrequent engagement in other behaviors; (b) Frequent Defending-Occasional Victimization, with monthly victimization and weekly defending behaviors; (c) Frequent Victimization-Occasional Broad Involvement, with weekly levels of victimization and monthly bullying, defending, and outsider behaviors; and (d) Frequent Broad Involvement, with weekly engagement in all of the bully participant behaviors (i.e., bullying, assisting, victimization, defending, and outsider behavior). The largest proportion of students (more than half) were in the Uninvolved-Occasional Defending group, which was also the most stable group over time. The smallest group (7%) was Frequent Broad Involvement, which was the least stable group over time, with students in this group typically moving to groups with at least occasional broad involvement of bullying participant behaviors. More male students than female students were in both broad involvement groups (i.e., Frequent Victimization-Occasional Broad Involvement; Frequent Broad Involvement) and more female students than male students, as well as more elementary students than secondary students, were in the Frequent Defending-Occasional Victimization group. The current study suggests that researchers should use caution when categorizing or conceptualizing simple bullying participant roles such as bully or victim, or even "bully-victim," especially if the other bullying participant behaviors are not assessed. Practitioners should develop interventions that capitalize on the high proportions of students engaging in some level of defending and account for the complex social ecology that suggests that students are engaging in complex overlapping patterns of bullying participant behaviors.
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Affiliation(s)
| | | | - Ji Hoon Ryoo
- Department of Pediatrics and Preventive Medicine, Keck School of Medicine, University of Southern California, USA
| | - Kelly H Summers
- Department of Leadership, Educational Psychology, and Foundations, Northern Illinois University, USA
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27
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Neal JW, Veenstra R. Network selection and influence effects on children’s and adolescents’ internalizing behaviors and peer victimization: A systematic review. DEVELOPMENTAL REVIEW 2021. [DOI: 10.1016/j.dr.2020.100944] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
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28
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Wang L, Liang L, Liu Z, Yuan K, Ju J, Bian Y. The Developmental Process of Peer Support Networks: The Role of Friendship. Front Psychol 2021; 12:615148. [PMID: 33584478 PMCID: PMC7875894 DOI: 10.3389/fpsyg.2021.615148] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2020] [Accepted: 01/07/2021] [Indexed: 11/23/2022] Open
Abstract
This study investigated the characteristics and development of peer support networks in an effort to unravel the role of friendship in this developmental process. The relationships between friendship networks and peer support networks were explored, and the influence of dyadic and triadic friendships on the development of peer support relationships was examined. Two waves of data were collected among a sample of adolescents in six Chinese junior high schools (n = 913 students from 28 classrooms; mean age = 14.13 years; 50.49% boys), and classroom friendship networks and peer support networks were analyzed. The results showed that peer support networks were sparse, hierarchical, and sex-segregated. Furthermore, peer support networks and friendship networks partially overlapped. Friends tended to have similar support-seeking and support-providing ties. Longitudinal multiplex social network analysis revealed that peer support networks changed moderately over time, and friendships played various roles in the development of peer support networks. Dyadic friendships improved the formation of peer support ties. A mutual friend improved the formation of support relationships between two students when the mutual friend chose the two students as friends, but a mutual friend also hindered or had no effects on the formation of support relationships in other cases. The implications for educators to improve peer support networks are presented, and directions for future research are discussed.
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Affiliation(s)
- Lingfei Wang
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, China
| | - Lichan Liang
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, China.,Child and Family Education Research Center, Beijing Normal University, Beijing, China.,Institute of Mental Health and Education, Beijing Normal University, Beijing, China
| | - Zhengguang Liu
- Department of Psychology and Behavioral Science, Zhejiang University, Hangzhou, China
| | - Keman Yuan
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, China
| | - Jiawen Ju
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, China
| | - Yufang Bian
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, China.,Child and Family Education Research Center, Beijing Normal University, Beijing, China.,Institute of Mental Health and Education, Beijing Normal University, Beijing, China
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29
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The Role of Defending Norms in Victims' Classroom Climate Perceptions and Psychosocial Maladjustment in Secondary School. Res Child Adolesc Psychopathol 2020; 49:169-184. [PMID: 33301130 PMCID: PMC7826303 DOI: 10.1007/s10802-020-00738-0] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/17/2020] [Indexed: 11/06/2022]
Abstract
Victims of bullying are at increased risk of developing psychosocial problems. It is often claimed that it helps victims when others stand up against the bullying and when defending is typical (descriptive norm) or rewarded with popularity (popularity norm) in classrooms. However, recent work on the healthy context paradox suggests that victims – paradoxically – tend to do worse in more positive classrooms. Therefore, it is possible that defending norms are counterproductive and exacerbate victims’ adjustment difficulties, possibly because social maladjustment is more apparent in classrooms where everybody else is doing well. The current study examined whether descriptive and popularity norms for defending predicted victims’ classroom climate perceptions and psychosocial adjustment. Using data of 1,206 secondary school students from 45 classrooms (Mage = 13.61), multi-level analyses indicated that descriptive norms for defending increased rather than decreased negative classroom climate perceptions and maladjustment of victimized youths. In contrast, popularity norms for defending positively predicted all students’ classroom climate perceptions and feelings of belonging, except victims’ self-esteem. Interventions may benefit more from promoting popularity norms for defending rather than descriptive norms for defending in secondary schools.
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30
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Zhou Y, Zhang Z, Wang K, Chen S, Zhou M, Zhang J. Personality and emerging adults' friend selection on social networking sites: A social network analysis perspective. Psych J 2020; 10:62-75. [PMID: 33034167 DOI: 10.1002/pchj.404] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2020] [Revised: 07/20/2020] [Accepted: 08/02/2020] [Indexed: 11/06/2022]
Abstract
Personality affects how emerging adults select friends and how they are selected on social networking sites (SNSs). Big Five personality traits and frequency of contacts on SNSs were collected from 160 college freshmen (M = 18 years) under a round-robin design over 2 months. Using social network analyses, we examined how personality and dyadic similarity affect online friend selections among new acquaintances. Our results show that people with high extraversion, neuroticism, and agreeableness and low openness selected more friends, verifying both the social enhancement hypothesis and the social compensation hypothesis. People with low extraversion, conscientiousness, and neuroticism and high openness were selected as online friends more often. Only openness dissimilarity had a salutary effect. We discuss the role of personality in social networking friend selection.
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Affiliation(s)
- Yixin Zhou
- CAS Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, China.,Department of Psychology, University of Chinese Academy of Sciences, Beijing, China.,Department of Media and Communication, City University of Hong Kong, Hong Kong, China
| | - Zheng Zhang
- School of Journalism and Communication, Tsinghua University, Beijing, China
| | - Kexin Wang
- College of Media and International Culture, Zhejiang University, Hangzhou, China
| | - Shuang Chen
- School of Journalism and Communication, University of Chinese Academy of Social Sciences, Beijing, China
| | - Mingjie Zhou
- CAS Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, China.,Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | - Jianxin Zhang
- CAS Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, China.,Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
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31
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Frey KS, Strong ZH, Onyewuenyi AC, Pearson CR, Eagan BR. Third-Party Intervention in Peer Victimization: Self-Evaluative Emotions and Appraisals of a Diverse Adolescent Sample. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2020; 30:633-650. [PMID: 32030841 DOI: 10.1111/jora.12548] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
African American, European American, Mexican American, and Native American adolescents (N = 270) described how they felt and appraised their own actions in response to a peer's victimization. Analyses compared times they had calmed victim emotions, amplified anger, avenged, and resolved conflicts peacefully. Adolescents felt prouder, more helpful, more like a good friend, and expected more peer approval after calming and resolving than after amplifying anger or avenging peers. They also felt less guilt and shame after calming and resolving. Avenging elicited more positive self-evaluation than amplifying. Epistemic network analyses explored links between self-evaluative and other emotions. Pride was linked to relief after efforts to calm or resolve. Third-party revenge reflected its antisocial and prosocial nature with connections between pride, relief, anger, and guilt.
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32
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Classroom Status Hierarchy Moderates the Association between Social Dominance Goals and Bullying Behavior in Middle Childhood and Early Adolescence. J Youth Adolesc 2020; 49:2285-2297. [PMID: 32661845 DOI: 10.1007/s10964-020-01285-z] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2020] [Accepted: 07/01/2020] [Indexed: 12/20/2022]
Abstract
Social dominance goals represent desires to be powerful and prominent among peers. Previous studies have documented that endorsing social dominance goals is positively associated with bullying behavior. However, little is known about how classroom context moderates the social dominance goals-bullying association. The present study examined the role of classroom status hierarchy in the longitudinal association between social dominance goals and bullying in a sample of 1,603 children attending 17 grade 3 classrooms (n = 558, 46.2% girls, Mage = 9.33 years, SD = 0.44), 15 grade 4 classrooms (n = 491, 45.0% girls, Mage = 10.31 years, SD = 0.38) and 16 grade 7 classrooms (n = 554, 49.3% girls, Mage = 13.2 years, SD = 0.46) in China, followed for 1 year. Classroom peer status hierarchy was assessed by the within-classroom standard deviation in perceived popularity. Social dominance goals were obtained through self-reports. Bullying was measured via peer nomination. The multilevel models revealed that social dominance goals at Wave 1 predicted increases in bullying at Wave 2 only in classrooms with higher status hierarchies, after controlling for gender, grade, classroom size, and classroom gender distribution. These findings indicate that children who strive for social dominance goals are more likely to bully others when power is less equally distributed in the classroom.
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33
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Sjögren B, Thornberg R, Wänström L, Gini G. Associations between individual and collective efficacy beliefs and students' bystander behavior. PSYCHOLOGY IN THE SCHOOLS 2020. [DOI: 10.1002/pits.22412] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Björn Sjögren
- Department of Behavioural Sciences and Learning Linköping University Linköping Sweden
| | - Robert Thornberg
- Department of Behavioural Sciences and Learning Linköping University Linköping Sweden
| | - Linda Wänström
- Department of Computer and Information Science Linköping University Linköping Sweden
| | - Gianluca Gini
- Department of Developmental and Social Psychology University of Padua Padua Italy
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34
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Dissociable Behavioral and Neural Correlates for Target-Changing and Conforming Behaviors in Interpersonal Aggression. eNeuro 2020; 7:ENEURO.0273-19.2020. [PMID: 32381647 PMCID: PMC7294470 DOI: 10.1523/eneuro.0273-19.2020] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2019] [Revised: 04/18/2020] [Accepted: 04/21/2020] [Indexed: 11/24/2022] Open
Abstract
Actors in interpersonal aggression such as bullies change their targets frequently, but the underlying behavioral and neural mechanisms are unknown. Here, using the catch-ball task we recently developed to examine human interpersonal aggression, we found target-changing and conforming to other participants’ aggression are major driving forces of increased aggression (i.e., throwing strong balls). We also found that target-changing was correlated with a participant’s extraversion, consistent with a bistrategic view, in which both prosocial and coercive motivations drive interpersonal aggression. In contrast, conforming to others was correlated with social anxiety. In addition, questionnaires about participants’ past experiences of bullying suggested that target-changers and conformers were predominantly bullies and victims in the past. An analysis of resting-state functional magnetic resonance imaging (fMRI) revealed that functional connectivity between the dorsal anterior cingulate cortex (dACC) and insula were correlated with target-changing behavior, while functional connectivity between the amygdala and temporo-parietal junction (TPJ) was correlated with conformity. These results demonstrate that target-changing and conforming behaviors have dissociable behavioral and neural mechanisms and may contribute to real-world interpersonal aggressions differently.
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35
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Kim J, Gentle-Genitty C, Kim J. Ecological correlates contributing to reporting of school delinquency among Caribbean adolescents. SCHOOL PSYCHOLOGY INTERNATIONAL 2020. [DOI: 10.1177/0143034320906511] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Many studies have examined significant factors associated with school delinquency among adolescents, including relationship violence, property damage, and other serious threats to students’ safety. However, students’ coping behaviors after being victims of or witnesses to violence and other forms of delinquency have not been thoroughly examined. This study contributes to the existing body of knowledge by identifying significant factors at the individual, family, and school levels that affect 226 Caribbean students’ actual reporting of school delinquency to school personnel. The data for this study were obtained from the Caribbean Youth Violence Survey, which studied middle and high school students in five Caribbean countries. The findings of hierarchical multiple regression analyses indicated that female students were more likely than male students to report delinquent behaviors. Family cohesion and family disorganization significantly decreased students’ reporting behaviors after they experienced or witnessed school delinquency. On the other hand, school bonding significantly increased students’ reporting behaviors. This paper concludes with practical implications and future research agendas for developing a comprehensive mechanism to address the dynamics of multidimensional factors that influence students’ active coping behaviors for dealing with school delinquency.
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Affiliation(s)
- Jeongsuk Kim
- School of Social Work, University of North Carolina at Chapel Hill, Chapel Hill, USA
| | | | - Jangmin Kim
- School of Social Work, Texas State University, San Marcos, USA
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36
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Neal JW. A systematic review of social network methods in high impact developmental psychology journals. SOCIAL DEVELOPMENT 2020. [DOI: 10.1111/sode.12442] [Citation(s) in RCA: 60] [Impact Index Per Article: 15.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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37
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Kornienko O, Ha T, Dishion TJ. Dynamic pathways between rejection and antisocial behavior in peer networks: Update and test of confluence model. Dev Psychopathol 2020; 32:175-188. [PMID: 30722801 PMCID: PMC6930972 DOI: 10.1017/s0954579418001645] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
The confluence model theorizes that dynamic transactions between peer rejection and deviant peer clustering amplify antisocial behavior (AB) within the school context during adolescence. Little is known about the links between peer rejection and AB as embedded in changing networks. Using longitudinal social network analysis, we investigated the interplay between rejection, deviant peer clustering, and AB in an ethnically diverse sample of students attending public middle schools (N = 997; 52.7% boys). Adolescents completed peer nomination reports of rejection and antisocial behavior in Grades 6-8. Results revealed that rejection status was associated with friendship selection, and adolescents became rejected if they were friends with others who were rejected. Youth befriended others with similar levels of AB. Significant patterns of peer influence were documented for AB and rejection. As hypothesized, rejected youth with low AB were more likely to affiliate with others with high AB instead of similarly low AB. In contrast, nonrejected youth preferred to befriend others with similarly high or low AB. Results support an updated confluence model of a joint interplay between rejection and AB as ecological conditions that lead to self-organization into deviant clusters in which peer contagion on problem behaviors operates.
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Affiliation(s)
| | - Thao Ha
- Department of Psychology, Arizona State University
| | - Thomas J. Dishion
- Department of Psychology, Arizona State University
- REACH Institute, Arizona State University
- Oregon Research Institute, Eugene, OR
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38
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Nelson DA, Bailey ME, Coyne SM, Cramer CM, Olsen JA. Does parenting correspond with children's defending behavior? Examining linkages in the context of peer social preference. SOCIAL DEVELOPMENT 2020. [DOI: 10.1111/sode.12406] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Affiliation(s)
| | | | - Sarah M. Coyne
- School of Family Life Brigham Young University Provo Utah
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39
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Pronk J, Olthof T, Aleva EA, van der Meulen M, Vermande MM, Goossens FA. Longitudinal Associations Between Adolescents' Bullying-Related Indirect Defending, Outsider Behavior, and Peer-Group Status. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2020; 30 Suppl 1:87-99. [PMID: 30156740 DOI: 10.1111/jora.12450] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
Abstract
During adolescence, youth become more likely to avoid involvement in witnessed bullying and less likely to support victims. It is unknown whether-and how-these bystander behaviors (i.e., outsider behavior and indirect defending) are associated with adolescents' peer-group status (i.e., popularity and social acceptance) over time. Cross-lagged path modeling was used to examine these longitudinal associations in a sample of 313 Dutch adolescents (Mage-T1 = 10.3 years). The results showed that status longitudinally predicted behavior, rather than that behavior predicted status. Specifically, unpopularity predicted outsider behavior and social acceptance predicted indirect defending. These findings suggest that a positive peer-group status can trigger adolescents' provictim stance. However, adolescents may also strategically avoid involvement in witnessed bullying to keep a low social profile.
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Casper DM, Meter DJ, Card NA. Addressing Measurement Issues Related to Bullying Involvement. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.17105/spr-15-0036.1] [Citation(s) in RCA: 23] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Waasdorp TE, Bradshaw CP. Examining Variation in Adolescent Bystanders' Responses to Bullying. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.17105/spr-2017-0081.v47-1] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Lucas-Molina B, Giménez-Dasí M, Fonseca-Pedrero E, Pérez-Albéniz A. What Makes a Defender? A Multilevel Study of Individual Correlates and Classroom Norms in Explaining Defending Behaviors. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.17105/spr-2017-0011.v47-1] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Garandeau CF, Vermande MM, Reijntjes AHA, Aarts E. Classroom bullying norms and peer status: Effects on victim-oriented and bully-oriented defending. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2019. [DOI: 10.1177/0165025419894722] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Defending a victimized peer is a socially risky behavior that may require high peer status and may depend on how popular or disliked bullies are in the classroom (i.e., within-classroom correlations between bullying and status). Past research has investigated defending as a unidimensional construct, though it can involve confronting the bully (bully-oriented defending) or supporting the victim (victim-oriented defending). This study used multilevel modeling to examine the effects of individual peer status, gender, and bullying as well as two indicators of classroom norms—the bullying-popularity norm and the bullying-rejection norm—on both types of defending. Our sample included 1,460 Dutch adolescents (50% girls; M age 11 years) from 59 classrooms in 50 schools. Likability and popularity were positively associated with both types of defending. Being female and lower in bullying was associated with victim-oriented defending, whereas being male and higher in bullying was associated with bully-oriented defending. In classrooms where bullies were more rejected, both types of defending were more prevalent, and the positive associations of likability and popularity with victim-oriented defending were stronger. The positive effect of the bullying-rejection norm on victim-oriented defending was stronger for girls. Moreover, the effect of popularity on bully-oriented defending was stronger in classrooms where bullies were less popular.
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Tennant JE, Klossing JJ, Demaray MK, Dorio N, Bixler T, Jones C. Internalizing Problems of Youth Involved in Bullying via Different Participant Role Combinations and Gender. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.17105/spr-2017-0078.v48-3] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Troop-Gordon W, Frosch CA, Wienke Totura CM, Bailey AN, Jackson JD, Dvorak RD. Predicting the development of pro-bullying bystander behavior: A short-term longitudinal analysis. J Sch Psychol 2019; 77:77-89. [PMID: 31837730 PMCID: PMC6917039 DOI: 10.1016/j.jsp.2019.10.004] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/25/2019] [Revised: 08/09/2019] [Accepted: 10/31/2019] [Indexed: 11/19/2022]
Abstract
Pro-bullying bystander behavior is a key socio-contextual factor underlying the perpetuation of bullying, yet investigators know relatively little as to what contributes to its development. The current study uses a short-term longitudinal design to identify child characteristics and relationship qualities that predict pro-bullying bystander behavior over the course of one school year. Participants were 484 children (239 girls; Mage = 10.25 years). Children completed self-report measures of pro-bullying bystander behavior, empathy, moral disengagement, and perceived norms for defending, and peer-report measures of peer victimization and popularity. Main effects of fall empathy and moral disengagement emerged in the prediction of spring pro-bullying bystander behavior, although the latter just for boys. At low levels of perceived norms for defending, high levels of popularity and, for girls, high levels of peer victimization predicted heightened pro-bullying bystander behavior. Thus, anti-bullying efforts may benefit from targeting these social-cognitive and relational processes predictive of pro-bullying bystander behavior and fostering group norms that mitigate these risks.
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Romera EM, Bravo A, Ortega-Ruiz R, Veenstra R. Differences in perceived popularity and social preference between bullying roles and class norms. PLoS One 2019; 14:e0223499. [PMID: 31600295 PMCID: PMC6786575 DOI: 10.1371/journal.pone.0223499] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/13/2019] [Accepted: 09/23/2019] [Indexed: 11/18/2022] Open
Abstract
The aim of this study was to examine differences in perceived popularity and social preference of bullying roles and class norms. In total, 1,339 students (48% girls) participated: 674 primary school (M = 10.41 years, SD = 0.49) and 685 secondary school students (M = 12.67 years, SD = 0.80). Peer nominations and perceptions of class norms were collected. The results showed the highest perceived popularity among aggressors and defenders, except in anti-bullying primary school classes, where aggressors had low levels of popularity. In pro-bullying secondary school classes school, female victims had the lowest popularity levels. These findings suggest that class norms and personal variables as gender and school levels are important to understand bullying roles. Practical implications are discussed to guide teachers and practitioners according to the importance to adapt antibullying programs to the characteristics of the group in each school level and gender.
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Affiliation(s)
- Eva M. Romera
- Psychology Department, Universidad de Córdoba, Córdoba, Spain
- * E-mail:
| | - Ana Bravo
- Psychology Department, Universidad de Córdoba, Córdoba, Spain
| | | | - René Veenstra
- Sociology Department, University of Groningen, Groningen, Netherlands
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Abstract
Using latent profile analysis, this study refined the traditional defender and outsider roles in bullying research and examined intrapersonal, interpersonal, and contextual factors associated with subtypes of roles. Participants were 1,373 adolescents (40% girls, Mage : 14 years) from 54 classrooms in six middle schools. The results revealed that defenders could be classified as either assertive or comforting and that outsiders could be classified as either sympathetic or indifferent. These different profiles were explained by affective empathy, antibullying attitudes, self-efficacy, and responsibility to intervene at the intrapersonal level; popularity and peer preference at the interpersonal level; and peers' antibullying attitudes and expectations at the contextual level. Implications for studying participant roles in bullying research and for advancing antibullying interventions were discussed.
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Palacios D, Berger C, Luengo Kanacri BP, Veenstra R, Dijkstra JK. The Interplay of Adolescents' Aggression and Victimization with Friendship and Antipathy Networks within an Educational Prosocial Intervention. J Youth Adolesc 2019; 48:2005-2022. [PMID: 31482513 PMCID: PMC6813759 DOI: 10.1007/s10964-019-01105-z] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2019] [Accepted: 08/02/2019] [Indexed: 10/31/2022]
Abstract
How the interplay between peer relationships and behaviors unfolds and how this differs between classrooms is an understudied topic. This study examined whether adolescents befriend or dislike peers whom they consider as aggressor or victim and whether these results differ in classrooms that received an intervention to promote prosocial behavior compared to classrooms without the intervention. The sample was composed of 659 seventh graders (Mage = 12.32; 48% girls) from nine intervention and seven control classrooms in eight schools in Santiago, Chile. It was hypothesized that adolescents in intervention classrooms would be less befriended and more disliked by classmates who considered them as aggressors, and more befriended and less disliked by classmates who considered them as victims, compared to control classrooms. Longitudinal multiplex social network analyses (RSiena) indicate that antipathies toward peers considered as aggressive and victimized were significantly lower in intervention classrooms than in control classrooms, but no significant differences were found for friendships. These findings suggest that the impact of an educational intervention may go beyond changing individual behavior and extend to the way peer relations develop in classrooms.
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Affiliation(s)
- Diego Palacios
- Department of Sociology, Interuniversity Center for Social Science Theory and Methodology (ICS), University of Groningen, Grote Rozenstraat 31, 9712 TG, Groningen, The Netherlands.
| | - Christian Berger
- Department of Psychology, Pontificia Universidad Católica de Chile, Santiago, Chile
| | | | - René Veenstra
- Department of Sociology, Interuniversity Center for Social Science Theory and Methodology (ICS), University of Groningen, Grote Rozenstraat 31, 9712 TG, Groningen, The Netherlands
| | - Jan Kornelis Dijkstra
- Department of Sociology, Interuniversity Center for Social Science Theory and Methodology (ICS), University of Groningen, Grote Rozenstraat 31, 9712 TG, Groningen, The Netherlands
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Pouwels JL, van Noorden TH, Caravita SC. Defending victims of bullying in the classroom: The role of moral responsibility and social costs. JOURNAL OF EXPERIMENTAL SOCIAL PSYCHOLOGY 2019. [DOI: 10.1016/j.jesp.2019.103831] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Rambaran JA, Dijkstra JK, Veenstra R. Bullying as a Group Process in Childhood: A Longitudinal Social Network Analysis. Child Dev 2019; 91:1336-1352. [PMID: 31429084 PMCID: PMC7496633 DOI: 10.1111/cdev.13298] [Citation(s) in RCA: 23] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
This study investigates the dynamic interplay between bullying relationships and friendships in a sample of 481 students in 19 elementary school classrooms (age 8-12 years; 50% boys). Based on a relational framework, it is to be expected that friendships would be formed when two children bullied the same person and that children would start to bully the victims of their friends. Similarly, it is to be expected that friendships would be formed when two children were victimized by the same bully and that children would become victimized by the bullies of their friends. Longitudinal bivariate social network analysis supported the first two hypotheses but not the latter two. This study provides evidence for group processes in bullying networks in childhood.
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