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Albarracin M, Bouchard-Joly G, Sheikhbahaee Z, Miller M, Pitliya RJ, Poirier P. Feeling our place in the world: an active inference account of self-esteem. Neurosci Conscious 2024; 2024:niae007. [PMID: 38562605 PMCID: PMC10984624 DOI: 10.1093/nc/niae007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2023] [Revised: 12/21/2023] [Accepted: 02/20/2024] [Indexed: 04/04/2024] Open
Abstract
Self-esteem, the evaluation of one's own worth or value, is a critical aspect of psychological well-being and mental health. In this paper, we propose an active inference account of self-esteem, casting it as a sociometer or an inferential capacity to interpret one's standing within a social group. This approach allows us to explore the interaction between an individual's self-perception and the expectations of their social environment.When there is a mismatch between these perceptions and expectations, the individual needs to adjust their actions or update their self-perception to better align with their current experiences. We also consider this hypothesis in relation with recent research on affective inference, suggesting that self-esteem enables the individual to track and respond to this discrepancy through affective states such as anxiety or positive affect. By acting as an inferential sociometer, self-esteem allows individuals to navigate and adapt to their social environment, ultimately impacting their psychological well-being and mental health.
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Affiliation(s)
- Mahault Albarracin
- Département d'Informatique, Université du Québec à Montréal, 405 Rue Sainte-Catherine Est, Montreal H2L 2C4, QC, Canada
| | - Gabriel Bouchard-Joly
- Département d'Informatique, Université du Québec à Montréal, 405 Rue Sainte-Catherine Est, Montreal H2L 2C4, QC, Canada
| | - Zahra Sheikhbahaee
- CHU Sainte-Justine Research Center, University of Montreal, 5757, Av. Decelles bureau 500, Montreal, QC H3S 2C3, Canada
| | - Mark Miller
- Monash Centre for Consciousness and Contemplative Studies, Monash University, Melboume, Australia
- Psychology Department, University of Toronto, Toronto, ON M5S 3G3, Canada
| | - Riddhi J Pitliya
- Department of Experimental Psychology Oxford University, Oxford OX1 2JD, United Kingdom
| | - Pierre Poirier
- Département d'Informatique, Université du Québec à Montréal, 405 Rue Sainte-Catherine Est, Montreal H2L 2C4, QC, Canada
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Prignitz M, Banaschewski T, Bokde ALW, Desrivières S, Grigis A, Garavan H, Gowland P, Heinz A, Martinot JL, Paillère Martinot ML, Artiges E, Papadopoulos Orfanos D, Poustka L, Hohmann S, Fröhner JH, Robinson L, Smolka MN, Walter H, Winterer JM, Whelan R, Schumann G, Nees F, Flor H, Consortium OBOTIMAGEN. The Role of Empathy in Alcohol Use of Bullying Perpetrators and Victims: Lower Personal Empathic Distress Makes Male Perpetrators of Bullying More Vulnerable to Alcohol Use. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:6286. [PMID: 37444132 PMCID: PMC10341197 DOI: 10.3390/ijerph20136286] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/01/2023] [Revised: 05/31/2023] [Accepted: 06/09/2023] [Indexed: 07/15/2023]
Abstract
Bullying often results in negative coping in victims, including an increased consumption of alcohol. Recently, however, an increase in alcohol use has also been reported among perpetrators of bullying. The factors triggering this pattern are still unclear. We investigated the role of empathy in the interaction between bullying and alcohol use in an adolescent sample (IMAGEN) at age 13.97 (±0.53) years (baseline (BL), N = 2165, 50.9% female) and age 16.51 (±0.61) years (follow-up 1 (FU1), N = 1185, 54.9% female). General empathic distress served as a significant moderator of alcohol use in perpetrators (F9, 493 = 17.978, p < 0.01), which was specific for males and FU1. Male perpetrators, who are generally less sensitive to distress, might thus be more vulnerable to alcohol abuse.
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Affiliation(s)
- Maren Prignitz
- Institute of Cognitive and Clinical Neuroscience, Central Institute of Mental Health, Medical Faculty Mannheim, Heidelberg University, Square J5, 68159 Mannheim, Germany
| | - Tobias Banaschewski
- Department of Child and Adolescent Psychiatry and Psychotherapy, Central Institute of Mental Health, Medical Faculty Mannheim, Heidelberg University, Square J5, 68159 Mannheim, Germany
| | - Arun L. W. Bokde
- Discipline of Psychiatry, School of Medicine and Trinity College Institute of Neuroscience, Trinity College Dublin, Dublin 2, Ireland
| | - Sylvane Desrivières
- Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King’s College London, London SE5 8AF, UK
| | - Antoine Grigis
- NeuroSpin, CEA, Université Paris-Saclay, F-91191 Gif-sur-Yvette, France
| | - Hugh Garavan
- Departments of Psychiatry and Psychology, University of Vermont, Burlington, VT 05405, USA
| | - Penny Gowland
- Sir Peter Mansfield Imaging Centre School of Physics and Astronomy, University of Nottingham, University Park, Nottingham NG7 2QL, UK
| | - Andreas Heinz
- Department of Psychiatry and Psychotherapy CCM, Charité—Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin, Humboldt-Universität zu Berlin, and Berlin Institute of Health, 10117 Berlin, Germany
| | - Jean-Luc Martinot
- Institut National de la Santé et de la Recherche Médicale, INSERM U 1299 “Trajectoires Développementales en Psychiatrie”, Université Paris-Saclay, CNRS, Ecole Normale Supérieure Paris-Saclay, Centre Borelli, F-91190 Gif-sur-Yvette, France
| | - Marie-Laure Paillère Martinot
- Institut National de la Santé et de la Recherche Médicale, INSERM U 1299 “Trajectoires Développementales en Psychiatrie”, Université Paris-Saclay, CNRS, Ecole Normale Supérieure Paris-Saclay, Centre Borelli, F-91190 Gif-sur-Yvette, France
- Department of Child and Adolescent Psychiatry, Pitié-Salpêtrière Hospital, AP-HP, Sorbonne Université, 75651 Paris, France
| | - Eric Artiges
- Institut National de la Santé et de la Recherche Médicale, INSERM U 1299 “Trajectoires Développementales en Psychiatrie”, Université Paris-Saclay, CNRS, Ecole Normale Supérieure Paris-Saclay, Centre Borelli, F-91190 Gif-sur-Yvette, France
- Psychiatry Department, EPS Barthélémy Durand, 91150 Etampes, France
| | | | - Luise Poustka
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Medical Centre Göttingen, von-Siebold-Str. 5, 37075 Göttingen, Germany
- Department of Child and Adolescent Psychiatry, Centre for Psychosocial Medicine, Heidelberg University, 69115 Heidelberg, Germany
| | - Sarah Hohmann
- Department of Child and Adolescent Psychiatry and Psychotherapy, Central Institute of Mental Health, Medical Faculty Mannheim, Heidelberg University, Square J5, 68159 Mannheim, Germany
| | - Juliane H. Fröhner
- Department of Psychiatry and Psychotherapy, Technische Universität Dresden, 01069 Dresden, Germany
| | - Lauren Robinson
- Department of Psychological Medicine, Section for Eating Disorders, Institute of Psychiatry, Psychology and Neuroscience, King’s College London, London SE5 8AF, UK
| | - Michael N. Smolka
- Department of Psychiatry and Psychotherapy, Technische Universität Dresden, 01069 Dresden, Germany
| | - Henrik Walter
- Department of Psychiatry and Psychotherapy CCM, Charité—Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin, Humboldt-Universität zu Berlin, and Berlin Institute of Health, 10117 Berlin, Germany
| | - Jeanne M. Winterer
- Department of Psychiatry and Psychotherapy CCM, Charité—Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin, Humboldt-Universität zu Berlin, and Berlin Institute of Health, 10117 Berlin, Germany
- Department of Education and Psychology, Freie Universität Berlin, 14195 Berlin, Germany
| | - Robert Whelan
- School of Psychology and Global Brain Health Institute, Trinity College Dublin, Dublin 2, Ireland
| | - Gunter Schumann
- Centre for Population Neuroscience and Stratified Medicine (PONS), Department of Psychiatry and Neuroscience, Charité Universitätsmedizin Berlin, 10117 Berlin, Germany
- Centre for Population Neuroscience and Precision Medicine (PONS), Institute for Science and Technology of Brain-Inspired Intelligence (ISTBI), Fudan University, Shanghai 200433, China
| | - Frauke Nees
- Institute of Cognitive and Clinical Neuroscience, Central Institute of Mental Health, Medical Faculty Mannheim, Heidelberg University, Square J5, 68159 Mannheim, Germany
- Department of Child and Adolescent Psychiatry and Psychotherapy, Central Institute of Mental Health, Medical Faculty Mannheim, Heidelberg University, Square J5, 68159 Mannheim, Germany
- Institute of Medical Psychology and Medical Sociology, University Medical Center Schleswig Holstein, Kiel University, 24105 Kiel, Germany
| | - Herta Flor
- Institute of Cognitive and Clinical Neuroscience, Central Institute of Mental Health, Medical Faculty Mannheim, Heidelberg University, Square J5, 68159 Mannheim, Germany
- Department of Psychology, School of Social Sciences, University of Mannheim, 68131 Mannheim, Germany
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Rębisz S, Jasińska-Maciążek A, Grygiel P, Dolata R. Psycho-Social Correlates of Cyberbullying among Polish Adolescents. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:ijerph20085521. [PMID: 37107803 PMCID: PMC10139186 DOI: 10.3390/ijerph20085521] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/28/2022] [Revised: 04/10/2023] [Accepted: 04/12/2023] [Indexed: 05/11/2023]
Abstract
Cyberbullying has recently attracted attention due to its increasing prevalence and serious consequences for both victims and perpetrators. The objective of this population-based study was to examine the determinants of a person becoming a perpetrator of cyberbullying, including personal resources (emotional self-regulation, self-esteem, internal locus of control, optimism), social skills (prosocial behavior, assertiveness, cognitive empathy, cooperation), peer relationships (peer support, threats from peers, peer rejection, dislike of peers), and problematic Internet use (excessive Internet use, impulsive reactions to Internet deprivation). Participants (N = 541) were students at elementary schools (age 14-15) in Ostroleka, a city in central-eastern Poland. Two-part regression was used to explore protective/risk factors of the likelihood of an individual using cyberviolence (dichotomous part: involvement in violence) and how often it is used (continuous part: frequency of cyberbullying). The results showed that the emotional component is crucial to cyberbullying, as indicated by the importance of emotional self-control, which reduces the frequency of cyberbullying. Other important factors are assertiveness, impulsive response to limited Internet access (which increases the likelihood of engaging in cyberbullying) and fear of peers (which reduces its frequency). In turn, the importance of pro-sociality (which inhibits engagement) and peer support (which promotes engagement) points to the second important component of cyberbullying-that is, group mechanisms. At the same time, the results indicate that while the importance of Internet addiction as a risk factor for cyberbullying should not be underestimated, the amount of time spent online cannot be seen as the source of the problem. The study leads to the conclusion that effective interventions targeting cyberbullying should focus on the development of more adaptive styles of coping with emotions.
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Affiliation(s)
- Sławomir Rębisz
- Institute of Education, University of Rzeszów, ul. Ks. Jałowego 24, 35-959 Rzeszów, Poland
- Correspondence:
| | | | - Paweł Grygiel
- Institute of Education, Jagiellonian University, ul. Batorego 12, 31-135 Kraków, Poland
| | - Roman Dolata
- Faculty of Education, University of Warsaw, ul. Mokotowska 16/20, 00-561 Warsaw, Poland
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Borowiec J, Król-Zielińska M, Osiński W, Kantanista A. Victims and Perpetrators of Bullying in Physical Education Lessons: The Role of Peer Support, Weight Status, Gender, and Age in Polish Adolescents. JOURNAL OF INTERPERSONAL VIOLENCE 2022; 37:NP15726-NP15749. [PMID: 34011193 DOI: 10.1177/08862605211017257] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Physical education is a space in which adolescents may become the victims or perpetrators of bullying. The aim of this study was to evaluate the relationship between being a victim or perpetrator of physical, verbal, or social bullying in physical education, and peer support, gender, weight status, and age. The sample consisted of 2, 848 adolescents (1, 512 girls and 1, 336 boys) aged 14-16 from Poland. The participants' body mass index was determined based on their measured height and weight. The Health Behaviour in School-Aged Children questionnaire was used to assess whether the participants were victims or perpetrators of bullying. Peer support during physical education was assessed using the modified Teacher and Classmate Support Scale. The analysis of logistic regressions revealed that low peer support increased the probability of being the victim of physical, verbal, and social bullying (odds ratio [OR], 1.58-2.91) and becoming a perpetrator of bullying (OR, 1.14-1.37) in physical education. Additionally, being overweight increased the likelihood of being a verbal victim (OR, 1.39) and being obese raised the probability of becoming social victim (OR, 1.60). Boys more often experienced (OR, 1.12-2.06) and caused bullying (OR, 1.25-1.89) than girls. Moreover, victims were mainly younger (14-year-old) students (OR, 1.16-1.21), while perpetrators were more often older (15- and 16-year-old) adolescents (OR, 1.12-1.20). This research indicated that peer support can play a key role in preventing bullying in physical education. Physical education teachers should pay special attention to unpopular and rejected students because they most often become the victims and perpetrators of bullying. Creating a climate that fosters the development of high peer support might protect adolescents from becoming a victim-and a perpetrator-of bullying in physical education.
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Affiliation(s)
| | | | - Wiesław Osiński
- Jan Amos Komenski University of Applied Sciences in Leszno, Poland
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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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McClain CM, Christian Elledge L, Manring S, Whitley ML, Vernberg EM. Functions of Aggression and Peer Likeability in Elementary School Children Across Time. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2022; 38:95-122. [PMID: 35694439 PMCID: PMC9187259 DOI: 10.1080/15377903.2021.1911897] [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: 01/03/2023]
Abstract
We examined associations between proactive and reactive aggression and peer likability across two academic years. Analyses were based on a sample of 442 elementary school children. Proactive and reactive aggression were assessed through self-report and peer likability was assessed via a peer nomination inventory. Data were collected in the fall and spring of two academic years. Findings from cross-lagged multiple group longitudinal panel models where pathways were freely estimated for boys and girls provided evidence that the relation between reactive aggression and reciprocated liking and received only liking nominations was negative and transactional for girls. Proactive aggression had mixed associations with likability between boys and girls. Our findings suggest that preventative interventions that focus on reducing reactive aggression or increasing peer likability have the potential to shift children away from trajectories of long-term maladjustment.
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Affiliation(s)
- Cara M. McClain
- Department of Psychology, University of Tennessee, 1404 Circle Drive, Knoxville, TN 37996, USA
| | - L. Christian Elledge
- Department of Psychology, University of Tennessee, 1404 Circle Drive, Knoxville, TN 37996, USA
| | - Sam Manring
- Department of Psychology, University of Tennessee, 1404 Circle Drive, Knoxville, TN 37996, USA
| | - Marisa L. Whitley
- Department of Psychology, University of Tennessee, 1404 Circle Drive, Knoxville, TN 37996, USA
| | - Eric M. Vernberg
- Clinical Child Psychology Program, University of Kansas, Dole Human Development Building, 1000 Sunnyside Avenue, Room 2015, Lawrence, KS 66045, USA
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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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Zhang Y, Tang Y, Li P, Jia X. Popularity matters: Moderating role of popularity on the relation between perceived peer pressure for intervention and Chinese adolescents’ bystander behaviours in bullying. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2021. [DOI: 10.1080/17405629.2021.1926231] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
- Yuchi Zhang
- School of Smart Education, Jiangsu Normal University, Xuzhou, China
- Educational Informatization Engineering Technology Research Center, Jiangsu Normal University, Xuzhou, China
| | - Yuanqiong Tang
- Luxian No. 2 High School of Sichuan Province, Luxian, China
| | - Ping Li
- Shenzhen Longhua High School, Shenzhen, China
| | - Xiaoyu Jia
- Center for Studies of Education and Psychology of Ethnic Minorities in Southwest China, Southwest University, Chongqing, China
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van Aalst DAE, van Tubergen F. More popular because you're older? Relative age effect on popularity among adolescents in class. PLoS One 2021; 16:e0249336. [PMID: 33951033 PMCID: PMC8099083 DOI: 10.1371/journal.pone.0249336] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2020] [Accepted: 03/16/2021] [Indexed: 11/19/2022] Open
Abstract
Previous studies have found a significant effect of pupil's month of birth on their school- and sports performances. The current study investigates whether this so-called relative age effect also exists in a rather unexplored domain, namely popularity among adolescents in school classes. Whereas prior studies examined relative age related to the cut-off date at primary school entry, we also study possible relative age effects regarding the age composition within pupils' current school class. Data are from nationally-representative surveys among 14-15 year-old pupils from the Netherlands, Sweden and England. Results indicate a statistically significant positive relation of both types of relative age with popularity status in classes. The relation of past relative age is particularly strong in England, which has a system of social promotion, whereas current relative age is strong in the Netherlands, with its system of grade retention. These findings underscore the importance of education policy.
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Pronk J, Olthof T, Vries RE, Goossens FA. HEXACO personality correlates of adolescents' involvement in bullying situations. Aggress Behav 2021; 47:320-331. [PMID: 33469955 PMCID: PMC8048613 DOI: 10.1002/ab.21947] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2020] [Revised: 01/04/2021] [Accepted: 01/05/2021] [Indexed: 11/21/2022]
Abstract
Adolescents' involvement in bullying situations is—at least partially—personality trait‐activated. Although some studies investigated personality correlates of bullying and being victimized, little is known about personality correlates of bystander responses (i.e., reinforcing, outsider behavior, indirect defending, and direct defending). The present study investigated whether Dutch adolescents' self‐reported HEXACO personality traits could explain their peer‐reported involvement in bullying (N = 552; Mage = 13.4 years, SD = 0.8 years). The results show that bullying was negatively related to honesty‐humility, emotionality, agreeableness (for boys specifically), and openness, whereas reinforcing was only negatively related to honesty‐humility and openness. Conversely, direct defending and outsider behavior were positively related to honesty‐humility, emotionality, and openness, whereas indirect defending was only positively related to emotionality and openness. Furthermore, reinforcing was positively related to extraversion (for boys only), whereas outsider behavior was negatively related extraversion and positively to conscientiousness. Finally, being victimized was positively related to emotionality and negatively to extraversion. These findings contribute to our understanding of the heterogeneity in adolescents' involvement in bullying and fit the view of bullying and defending as strategic and goal‐directed behavior. Implications for bullying prevention programs are discussed.
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Affiliation(s)
- Jeroen Pronk
- Clinical Developmental Psychology Vrije Universiteit Amsterdam The Netherlands
| | - Tjeert Olthof
- Clinical Developmental Psychology Vrije Universiteit Amsterdam The Netherlands
| | - Reinout E. Vries
- Experimental and Applied Psychology Vrije Universiteit Amsterdam The Netherlands
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van den Berg YHM, Lansu TAM, Cillessen AHN. Preference and popularity as distinct forms of status: A meta-analytic review of 20 years of research. J Adolesc 2020; 84:78-95. [PMID: 32891019 DOI: 10.1016/j.adolescence.2020.07.010] [Citation(s) in RCA: 35] [Impact Index Per Article: 8.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2020] [Revised: 07/10/2020] [Accepted: 07/16/2020] [Indexed: 10/23/2022]
Abstract
INTRODUCTION A systematic meta-analysis was conducted of the association between preference and popularity across childhood and adolescence. The role of development, sex, and region of the world were examined. METHOD The analysis was conducted on 135 samples including 136,014 participants. The samples were divided by age (upper grades primary school, k = 41; lower grades secondary school, k = 72; upper grades secondary school, k = 22) and region (North America, k = 54; Europe, k = 66; China, k = 10). RESULTS Across all samples, a moderate positive association between preference and popularity was found (r = 0.45). The association was significantly weaker in the upper grades of secondary school (r = 0.37) than in the lower grades of secondary school (r = 0.47) or the upper grades of primary school (r = 0.47). The association was weaker for girls (r = 0.26) than for boys (r = 0.38) in the upper grades of secondary school. The association was weaker in European samples (r = 0.41) than in those from North America (r = 0.50) and China (r = 0.57). CONCLUSIONS The results confirmed that preference and popularity are related but distinct dimensions of adolescent peer status. The association differed significantly by age, sex, and region of the world. Further research should examine additional factors that explain the variability in the association between preference and popularity.
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Affiliation(s)
- Yvonne H M van den Berg
- Behavioural Science Institute, Radboud University, Montessorilaan 3, 6525 HR, Nijmegen, the Netherlands.
| | - Tessa A M Lansu
- Behavioural Science Institute, Radboud University, Montessorilaan 3, 6525 HR, Nijmegen, the Netherlands.
| | - Antonius H N Cillessen
- Behavioural Science Institute, Radboud University, Montessorilaan 3, 6525 HR, Nijmegen, the Netherlands.
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Roques M, Laimou D, Camps FD, Mazoyer AV, El Husseini M. Using a Mixed-Methods Approach to Analyze Traumatic Experiences and Factors of Vulnerability Among Adolescent Victims of Bullying. Front Psychiatry 2020; 10:890. [PMID: 31998147 PMCID: PMC6968125 DOI: 10.3389/fpsyt.2019.00890] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/27/2019] [Accepted: 11/12/2019] [Indexed: 11/13/2022] Open
Abstract
A number of studies have analyzed the bullying phenomenon among adolescent victims. Relatively few studies, however, have specifically addressed the associated post-traumatic stress disorder (PTSD). Our clinical practice and therapeutic encounters with adolescents reveal that the majority of bullied adolescents suffer from high levels of PTSD. The objective of this study is to further explore bullied adolescents' traumatic experiences. In an attempt to analyze these experiences, this article presents a mixed-methods approach. Such an approach will allow to analyze the PTSD that results from bullying as well as subjects' psychic and family-relevant vulnerabilities. First, bullying will be defined in the context of adolescence. Then the main studies on bullying will be presented. The objectives, tools and methods of analysis will be presented. The interviews will be analyzed according to the Interpretative Phenomenological Analysis (IPA) method. Projective tools, family drawings, Rorschach and Thematic Apperception Test (TAT), will be analyzed using a psychoanalytic interpretation method. Each qualitative tool will be used alongside a validated quantitative tool. The Clinical Administered PTSD Scale (CAPS-CA-5 questionnaire) and the interviews conducted will thus allow to analyze PTSD and traumatic experiences. The Family Assessment Device (FAD) and the family drawing test will enable to assess family functioning; lastly, the Symptom Check List (SCL-90) that will be used alongside Rorschach and TAT tests will allow to analyze individual psychological vulnerabilities. This approach will increase data validity. The originality of this research study is based on a mixed-methods approach, our methodology which is based on clinical psychology, and the choice of certain research tools which have received little attention to date. Ultimately, this study may help improve how bullying is identified and could contribute toward the reinforcement or revision of the criteria that characterize bullying. Lastly, it may help us explore various unexamined dimensions of bullying. A possible limitation is the complexity associated with such a protocol.
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Affiliation(s)
- Marjorie Roques
- LPCN laboratory of psychology of Caen Normandy - EA7452 - MRSH, University of Caen Normandy, Caen, France
- Service de psychiatrie de l’enfant et de l’adolescent, Centre Hospitalier Universitaire de Caen, Caen, France
| | - Dimitra Laimou
- Université de Picardie Jules Verne, CHSSC EA 4289, Amiens, France
- Université Paris Descartes, Sorbonne Paris Cité LPCP, Boulogne-Billancourt, France
| | - François-David Camps
- Centre de Recherche en Psychopathologie et Psychologie Clinique (C.R.P.P.C.), Université Lumière Lyon 2, Lyon, France
| | - Anne-Valérie Mazoyer
- LCPI laboratoire cliniques pathologique et interculturelle, Université de Toulouse 2, Toulouse, France
| | - Mayssa’ El Husseini
- Université de Picardie Jules Verne, CHSSC EA 4289, Amiens, France
- CESP, Faculté de médecine - Université Paris-Sud, Faculté de médecine - UVSQ, INSERM, Université Paris-Saclay, Villejuif, France
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The role of popularity and digital self-monitoring in adolescents' cyberbehaviors and cybervictimization. COMPUTERS IN HUMAN BEHAVIOR 2020. [DOI: 10.1016/j.chb.2019.08.023] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/25/2023]
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14
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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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15
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Pronk J, Olthof T, Goossens FA, Krabbendam L. Differences in adolescents' motivations for indirect, direct, and hybrid peer defending. SOCIAL DEVELOPMENT 2019; 28:414-429. [PMID: 31379420 PMCID: PMC6643799 DOI: 10.1111/sode.12348] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2017] [Revised: 10/24/2018] [Accepted: 11/06/2018] [Indexed: 11/27/2022]
Abstract
Adolescents' defending of peers who are being bullied-or peer defending-was recently found to be a heterogeneous behavioral construct. The present study investigated individual differences in adolescents' motivations for executing these indirect, direct, and hybrid defending behaviors. In line with the literature on bullying as goal-directed strategic behavior, we adopted a social evolution theory framework to investigate whether these peer-defending behaviors could qualify as goal-directed strategic prosocial behaviors. A sample of 549 Dutch adolescents (49.4% boys; M age = 12.5 years, SD = 0.6 years) participated in this study. Their peer reported defending behaviors (including bullying behavior as a control variable) and the following behavioral motivations were assessed: (a) agentic and communal goals (self-report), (b) prosocial and coercive social strategies (peer report), and (c) altruistic and egocentric motivations for prosocial behavior (self-report). The outcomes of hierarchical linear regression analyses suggest that adolescents' motivations for executing the different subtypes of peer defending partially overlap but are also different. While indirect defending was fostered by genuine concerns for victims' well-being, direct defending was more motivated by personal gains. Hybrid defending combined favorable aspects of both indirect and direct defending as a goal-directed, strategic, and altruistically motivated prosocial behavior. The implications of these findings are discussed.
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Affiliation(s)
- Jeroen Pronk
- Clinical Developmental PsychologyVrije Universiteit AmsterdamAmsterdamthe Netherlands
| | - Tjeert Olthof
- Clinical Developmental PsychologyVrije Universiteit AmsterdamAmsterdamthe Netherlands
| | - Frits A. Goossens
- Educational StudiesVrije Universiteit AmsterdamAmsterdamthe Netherlands
| | - Lydia Krabbendam
- Clinical Developmental PsychologyVrije Universiteit AmsterdamAmsterdamthe Netherlands
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16
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Preadolescent children's perception of power imbalance in bullying: A thematic analysis. PLoS One 2019; 14:e0211124. [PMID: 30849078 PMCID: PMC6407852 DOI: 10.1371/journal.pone.0211124] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2018] [Accepted: 01/08/2019] [Indexed: 11/26/2022] Open
Abstract
Bullying in schools is associated with an extensive public health burden. Bullying is intentional and goal oriented aggressive behavior in which the perpetrator exploits an imbalance of power to repeatedly dominate the victim. To differentiate bullying from aggressive behavior, assessment must include a valid measure of power imbalance as perceived by the victim. And yet, to date, there remains no agreement as to how to most accurately measure power imbalance among preadolescent children. This qualitative study explored children’s (age 9 to 11) understanding of power imbalance through thematic analysis of focus group discussions. Subthemes that emerged as influencing power imbalance include: age of victim, peer valued characteristics, and group membership and position. Subthemes of empathy and peer valued characteristics emerged as protecting against the negative impact of power imbalance.
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Lansu TAM, Troop-Gordon W. Affective associations with negativity: Why popular peers attract youths' visual attention. J Exp Child Psychol 2017; 162:282-291. [PMID: 28619523 DOI: 10.1016/j.jecp.2017.05.010] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2017] [Revised: 05/12/2017] [Accepted: 05/16/2017] [Indexed: 10/19/2022]
Abstract
Visual attention to high-status peers is well documented, but whether this attentional bias is due to high-status individuals' leadership and prosocial characteristics or due to their more agonistic behaviors has yet to be examined. To identify the affective associations that may underlie visual attention for high-status versus low-status peers, 122 early adolescents (67 girls; Mage=11.0years, SD=0.7) completed a primed attention paradigm. Visual attention was measured using eye tracking as participants looked simultaneously at photographs of two classmates: one nominated by peers as popular and one nominated by peers as unpopular. Prior to each trial, the early adolescents were presented with a positive prime, the word "nice"; a negative prime, the word "stupid"; or no prime. Primary analyses focused on first-gaze preference and total gaze time The results showed a stronger first gaze preference for popular peers than for unpopular peers in the no-prime and negative prime trials than in the positive prime trials. The visual preference for a popular peer, thus, was attenuated by the positive prime. These findings are consistent with the notion that youths may visually attend to high-status peers due to their association with more negative characteristics and the threat they may pose to youths' own social standing and ability to gain interpersonal resources.
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Affiliation(s)
- Tessa A M Lansu
- Behavioural Science Institute, Radboud University, 6525 HR Nijmegen, The Netherlands.
| | - Wendy Troop-Gordon
- Department of Psychology, North Dakota State University, Fargo, ND 58108, USA
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18
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Fink E, Olthof T, Goossens F, van der Meijden S, Begeer S. Bullying-related behaviour in adolescents with autism: Links with autism severity and emotional and behavioural problems. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2017; 22:684-692. [PMID: 28514869 DOI: 10.1177/1362361316686760] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
This study examined the association between peer-reported bullying-related behaviours (bully, victim, outsider and defender), age, gender, autism severity and teacher-rated emotional and behavioural problems in adolescents with autism spectrum disorder, using a multi-informant approach. The sample comprised 120 adolescents (11% girls, Mage = 15.6 years, standard deviation = 1.89 years) attending a special school for children with autism. Results show that bullying decreased with age and was associated with behavioural problems, while victimisation was only associated with peer problems - a pattern of results comparable to studies exploring these associations in typically developing children. However, there were few associations among study variables for outsider or defender behaviours in this sample. Notably, children's autism severity did not significantly predict bullying-related behaviours.
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19
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Pronk J, Lee NC, Sandhu D, Kaur K, Kaur S, Olthof T, Goossens FA. Associations between Dutch and Indian adolescents’ bullying role behavior and peer-group status. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2016. [DOI: 10.1177/0165025416679743] [Citation(s) in RCA: 28] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Contemporary research adopts an evolutionary theoretical perspective in which bullying is strategic behavior that is conducive to peer-group status enhancement. Within this view, a high social status (i.e., popularity) has been associated with bullying others, while a high affiliative status (i.e., preference) has been associated with defending others. This study investigated whether the associations between adolescents’ bullying role behavior (i.e., bully, follower, defender, outsider, and victim) and their peer-group status (i.e., popularity and preference) are cross-culturally similar. A multigroup path modeling analysis on a sample of Dutch ( n = 219; 53.4% boys; Mage = 13.8 years, SD = 9 months) and Indian ( n = 480; 60.8% boys; Mage = 13.8 years, SD = 12 months) adolescents suggested that these associations were indeed largely cross-culturally similar and consistent with previous findings, with one exception. While defending was associated with a relatively average popularity status position for Dutch adolescents, it was associated with a high popularity status position for Indian adolescents. In general, the findings are supportive of the evolutionary theoretical perspective, but the differential association between defending and popularity for Dutch and Indian adolescents seems to also require a cultural perspective.
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20
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Bully Victimization: Selection and Influence Within Adolescent Friendship Networks and Cliques. J Youth Adolesc 2015; 45:132-44. [PMID: 26323168 PMCID: PMC4698289 DOI: 10.1007/s10964-015-0343-8] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2015] [Accepted: 08/14/2015] [Indexed: 10/31/2022]
Abstract
Adolescents tend to form friendships with similar peers and, in turn, their friends further influence adolescents' behaviors and attitudes. Emerging work has shown that these selection and influence processes also might extend to bully victimization. However, no prior work has examined selection and influence effects involved in bully victimization within cliques, despite theoretical account emphasizing the importance of cliques in this regard. This study examined selection and influence processes in adolescence regarding bully victimization both at the level of the entire friendship network and the level of cliques. We used a two-wave design (5-month interval). Participants were 543 adolescents (50.1% male, Mage = 15.8) in secondary education. Stochastic actor-based models indicated that at the level of the larger friendship network, adolescents tended to select friends with similar levels of bully victimization as they themselves. In addition, adolescent friends influenced each other in terms of bully victimization over time. Actor Parter Interdependence models showed that similarities in bully victimization between clique members were not due to selection of clique members. For boys, average clique bully victimization predicted individual bully victimization over time (influence), but not vice versa. No influence was found for girls, indicating that different mechanisms may underlie friend influence on bully victimization for girls and boys. The differences in results at the level of the larger friendship network versus the clique emphasize the importance of taking the type of friendship ties into account in research on selection and influence processes involved in bully victimization.
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21
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Begeer S, Fink E, van der Meijden S, Goossens F, Olthof T. Bullying-related behaviour in a mainstream high school versus a high school for autism: Self-report and peer-report. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2015; 20:562-71. [DOI: 10.1177/1362361315597525] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
This study examined the frequency of bullying, victimisation and defending behaviours among children with autism spectrum disorder and normal intelligence, using both self-report and peer-report information. Peer-report and self-report data were collected on a single classroom of 26 early adolescent boys attending a special school for children with autism and compared with 23 typically developing boys attending a single mainstream secondary school. Results showed that self- and peer-reported bully and victimisation rates did not differ between boys with autism spectrum disorder and typically developing boys. However, self-reported defending behaviour was less likely to be reported by boys in the autism spectrum disorder school compared to boys in the mainstream school, although there was no such difference for peer-reported defending.
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Affiliation(s)
- Sander Begeer
- VU University Amsterdam, The Netherlands
- University of Sydney, Australia
| | - Elian Fink
- University College London, UK
- Anna Freud Centre, UK
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22
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Abstract
Social groups across species rapidly self-organize into hierarchies, where members vary in their level of power, influence, skill, or dominance. In this review, we explore the nature of social hierarchies and the traits associated with status in both humans and nonhuman primates, and how status varies across development in humans. Our review finds that we can rapidly identify social status based on a wide range of cues. Like monkeys, we tend to use certain cues, like physical strength, to make status judgments, although layered on top of these more primitive perceptual cues are sociocultural status cues like job titles and educational attainment. One's relative status has profound effects on attention, memory, and social interactions, as well as health and wellness. These effects can be particularly pernicious in children and adolescents. Developmental research on peer groups and social exclusion suggests teenagers may be particularly sensitive to social status information, but research focused specifically on status processing and associated brain areas is very limited. Recent evidence from neuroscience suggests that there may be an underlying neural network, including regions involved in executive, emotional, and reward processing, that is sensitive to status information. We conclude with questions for future research as well as stressing the need to expand social neuroscience research on status processing to adolescents.
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Affiliation(s)
- Jessica E Koski
- a Department of Psychology , Temple University , Philadelphia , PA 19122 , USA
| | - Hongling Xie
- a Department of Psychology , Temple University , Philadelphia , PA 19122 , USA
| | - Ingrid R Olson
- a Department of Psychology , Temple University , Philadelphia , PA 19122 , USA
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23
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A Longitudinal Multilevel Study of Individual Characteristics and Classroom Norms in Explaining Bullying Behaviors. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2014; 43:943-55. [DOI: 10.1007/s10802-014-9949-7] [Citation(s) in RCA: 43] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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24
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Climbing the Social Ladder: Physiological Response to Social Status in Adolescents. ADAPTIVE HUMAN BEHAVIOR AND PHYSIOLOGY 2014. [DOI: 10.1007/s40750-014-0009-x] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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25
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Victims, bullies, and their defenders: A longitudinal study of the coevolution of positive and negative networks. Dev Psychopathol 2014; 26:645-59. [DOI: 10.1017/s0954579414000297] [Citation(s) in RCA: 116] [Impact Index Per Article: 11.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
AbstractThe complex interplay between bullying/victimization and defending was examined using a longitudinal social network approach (stochastic actor-based models). The (co)evolution of these relations within three elementary schools (Grades 2–5 at Time 1, ages 8–11, N = 354 children) was investigated across three time points within a year. Most bullies and defenders were in the same grade as the victims, although a substantial number of bullies and defenders were in other grades (most often one grade higher). Defenders were usually of the same gender as the victims, whereas most bullies were boys, with boys bullying both boys and girls. In line with goal-framing theory, multiplex network analyses provided evidence for the social support hypothesis (victims with the same bullies defended each other over time) as well as the retaliation hypothesis (defenders run the risk of becoming victimized by the bullies of the victims they defend). In addition, the analysis revealed that bullies with the same victims defended each other over time and that defenders of bullies initiated harassment of those bullies' victims. This study can be seen as a starting point in unraveling the relationship dynamics among bullying, victimization, and defending networks in schools.
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26
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A Social Network Approach to the Interplay Between Adolescents’ Bullying and Likeability over Time. J Youth Adolesc 2014; 43:1409-20. [DOI: 10.1007/s10964-014-0129-4] [Citation(s) in RCA: 31] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2014] [Accepted: 04/14/2014] [Indexed: 10/25/2022]
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27
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Abstract
This study examined the social functioning of bistrategic youths (i.e., those who employ both aggressive and prosocial behavior) in order to further understand their social competence in peer social networks. Within our sample of 318 fifth-grade participants recruited from an urban school district in the northeastern US, bistrategic preadolescents were identified, along with aggressives, prosocials, typicals, and noncontrollers. Bistrategic youths were found to hold the highest individual status and group status among all five subtypes within the network. Bistrategic youths and other active controller youths (i.e., prosocials and aggressives) were more likely to associate with peers of the same subtype in social groups. In addition, bistrategics who associated with same subtype (i.e., homogenous) peers held elevated group status, whereas bistrategics who associated with non-homogenous peers held heightened individual status. Further, results illustrate how bistrategics selectively target highly popular peers as victims of social aggression. Findings extend previous research by demonstrating the social success of bistrategic youths based on their high individual and group status, and by illuminating their strategic employment of different forms of aggression towards peers of different popularity status.
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28
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Pronk J, Goossens FA, Olthof T, De Mey L, Willemen AM. Children's intervention strategies in situations of victimization by bullying: social cognitions of outsiders versus defenders. J Sch Psychol 2013; 51:669-82. [PMID: 24295142 DOI: 10.1016/j.jsp.2013.09.002] [Citation(s) in RCA: 41] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/09/2011] [Revised: 09/04/2013] [Accepted: 09/09/2013] [Indexed: 10/26/2022]
Abstract
This study examined the social cognitions of outsiders and defenders about intervening in situations of victimization by bullying. Do outsiders and defenders behave differently in victimization situations because of differences in competence beliefs, or because of a selectivity effect in intervening? These issues were examined in a sample of 102 outsiders and 107 defenders who were classified into these bullying roles through a peer-nomination procedure out of a total sample of 761 10- to 14-year-old Dutch children. These children were presented with imaginary victimization events. They answered questions about their cognitions and self-efficacy beliefs about intervening in victimization situations and about handling such situations. Outsiders, compared to defenders, claimed to intervene indirectly in victimization situations rather than directly. Defenders, compared to outsiders, claimed to intervene directly in victimization situations rather than indirectly. Both outsiders and defenders claimed to be more likely to intervene when a friend was being victimized than when a neutral classmate was being victimized. Outsiders and defenders did not differ in their self-efficacy for indirect intervention, but only defenders claimed a high self-efficacy for direct intervention. Both outsiders and defenders claimed to benefit from direct help when they themselves are victimized, but only outsiders also reported to need indirect help. The results suggest that outsiders and defenders behave differently in victimization situations because of differences in competence beliefs rather than because of a selectivity effect. More generally, the results suggest that not only defenders but also outsiders have the intention to help children who are being bullied. However, outsiders' anti-bullying attempts are likely to be indirect and less firm than those of defenders.
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Affiliation(s)
- Jeroen Pronk
- Department of Educational Neuroscience, Faculty of Psychology and Education, VU University Amsterdam, The Netherlands; LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, VU University Amsterdam, The Netherlands.
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29
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Pieschl S, Porsch T, Kahl T, Klockenbusch R. Relevant dimensions of cyberbullying — Results from two experimental studies. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2013. [DOI: 10.1016/j.appdev.2013.04.002] [Citation(s) in RCA: 60] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/20/2023]
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30
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Sentse M, Dijkstra JK, Salmivalli C, Cillessen AHN. The dynamics of friendships and victimization in adolescence: a longitudinal social network perspective. Aggress Behav 2013; 39:229-38. [PMID: 23446945 DOI: 10.1002/ab.21469] [Citation(s) in RCA: 52] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2012] [Accepted: 01/15/2013] [Indexed: 11/08/2022]
Abstract
This study investigated the development of relational and physical victimization in adolescent friendship networks over time. Using longitudinal social network analysis (SIENA) it was simultaneously tested whether similarity in victimization contributed to friendship formation (selection effects) and whether victimization of friends contributed to changes in victimization (influence effects). This was done for peer-reported relational and physical victimization separately in two middle schools (total N = 480; N = 220, 47% girls, in School 1; N = 260, 52% girls, in School 2) across three time points (Grades 6 through 8; M ages 11.5-13.5). Gender, ethnicity, and baseline aggression were controlled as individual predictors of victimization. Similarity in physical victimization predicted friendship formation, whereas physical victimization was not influenced by friends' victimization but rather by adolescents' own physical aggression. Peer influence effects existed for relational victimization, in that adolescents with victimized friends were more likely to increase in victimization over time as well, over and above the effect of adolescents' own relational aggression. These selection and influence effects were not further qualified by gender. The results suggested that both selection and influence processes as well as individual characteristics play a role in the co-evolution of friendships and victimization, but that these processes are specific for different types of victimization.
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31
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Pozzoli T, Gini G. Friend similarity in attitudes toward bullying and sense of responsibility to intervene. SOCIAL INFLUENCE 2013. [DOI: 10.1080/15534510.2012.716372] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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32
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Blickle G, Meurs JA, Schoepe C. Do networking activities outside of the classroom protect students against being bullied? A field study with students in secondary school settings in Germany. VIOLENCE AND VICTIMS 2013; 28:832-848. [PMID: 24364126 DOI: 10.1891/0886-6708.vv-d-12-00094] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
Research has shown that having close relationships with fellow classmates can provide a buffer for students against bullying and the negative outcomes associated with it. But, research has not explicitly examined the potential benefits of social networking behaviors outside of the classroom for those who could be bullied. This study addresses this gap and finds that, although a bullying climate in the classroom increases overall bullying, students high on external networking activities did not experience an increase in the bullying they received when in a classroom with a high bullying climate. However, the same group of students reported the largest degree of received bulling under conditions of a low bullying climate. We discuss the implications of our results and provide directions for future research.
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33
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Peer and self-reports of victimization and bullying: Their differential association with internalizing problems and social adjustment. J Sch Psychol 2012; 50:759-74. [DOI: 10.1016/j.jsp.2012.08.004] [Citation(s) in RCA: 79] [Impact Index Per Article: 6.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/04/2011] [Revised: 08/15/2012] [Accepted: 08/15/2012] [Indexed: 11/18/2022]
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34
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Huitsing G, Veenstra R. Bullying in classrooms: participant roles from a social network perspective. Aggress Behav 2012; 38:494-509. [PMID: 22833443 DOI: 10.1002/ab.21438] [Citation(s) in RCA: 108] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2011] [Accepted: 05/14/2012] [Indexed: 11/10/2022]
Abstract
The aim of this research was to investigate if and how the group process of bullying can be examined using a social network perspective. In two studies, bullying was investigated using a social network version of the participant-role questionnaire. Study 1 explored the social network structure of one classroom in detail. The findings provide evidence that ingroup and outgroup effects are important in explaining the group process of bullying, and shed new light on defending, suggesting that not only victims are defended. In line with Study 1, Study 2, using data from 494 children in 25 elementary school classes (M age = 10.5), revealed that victims as well as bullies were defended by their ingroup members. The social network perspective can be integrated in antibullying interventions by using it to inform teachers about the positive and negative relations among students, and the group structure of the classroom.
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35
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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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36
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37
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Farmer TW, McAuliffe Lines M, Hamm JV. Revealing the invisible hand: The role of teachers in children's peer experiences. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2011. [DOI: 10.1016/j.appdev.2011.04.006] [Citation(s) in RCA: 184] [Impact Index Per Article: 14.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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38
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Gest SD, Rodkin PC. Teaching practices and elementary classroom peer ecologies. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2011. [DOI: 10.1016/j.appdev.2011.02.004] [Citation(s) in RCA: 154] [Impact Index Per Article: 11.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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39
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Lwin MO, Li B, Ang RP. Stop bugging me: an examination of adolescents' protection behavior against online harassment. J Adolesc 2011; 35:31-41. [PMID: 21767872 DOI: 10.1016/j.adolescence.2011.06.007] [Citation(s) in RCA: 52] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/13/2010] [Revised: 06/21/2011] [Accepted: 06/24/2011] [Indexed: 11/20/2022]
Abstract
Online harassment is a widespread phenomenon with consequential implications, especially for adolescents, who tend to engage in high-risk behavior online. Through the use of Protection Motivation Theory (PMT), we examine the predictors motivating the intention of youths to adopt protection behavior against online harassment. A survey was conducted with 537 youths from a stratified sample in Singapore. Regression analyses showed that perceived severity of online harassment, response efficacy and self efficacy of online protective behavior were significant predictors of behavioral intention with varying weights. The sole exception was perceived susceptibility to online harassment, which did not significantly predict behavioral intention. Gender and age were also found to moderate adolescents' uptake of protective behavior. The results suggest that public service programs targeted at educating youths should aim to increase coping appraisals and emphasize the severity of online harassment. Targeted educational programs could include those aimed at specific age or gender groups.
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Affiliation(s)
- May O Lwin
- Division of Public and Promotional Communication, Wee Kim Wee School of Communication and Information, Nanyang Technological University, Singapore.
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40
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Olthof T, Goossens FA, Vermande MM, Aleva EA, van der Meulen M. Bullying as strategic behavior: relations with desired and acquired dominance in the peer group. J Sch Psychol 2011; 49:339-59. [PMID: 21640248 DOI: 10.1016/j.jsp.2011.03.003] [Citation(s) in RCA: 103] [Impact Index Per Article: 7.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/24/2009] [Revised: 02/24/2011] [Accepted: 03/19/2011] [Indexed: 10/18/2022]
Abstract
To examine whether bullying is strategic behavior aimed at obtaining or maintaining social dominance, 1129 9- to 12-year-old Dutch children were classified in terms of their role in bullying and in terms of their use of dominance oriented coercive and prosocial social strategies. Multi-informant measures of participants' acquired and desired social dominance were also included. Unlike non-bullying children, children contributing to bullying often were bistrategics in that they used both coercive and prosocial strategies and they also were socially dominant. Ringleader bullies also expressed a higher desire to be dominant. Among non-bullying children, those who tended to help victims were relatively socially dominant but victims and outsiders were not. Generally, the data supported the claim that bullying is dominance-oriented strategic behavior, which suggests that intervention strategies are more likely to be successful when they take the functional aspects of bullying behavior into account.
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Affiliation(s)
- Tjeert Olthof
- Department of Developmental Psychology, VU University, Amsterdam, The Netherlands.
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Bully/Victim Problems Among Preschool Children: a Review of Current Research Evidence. EDUCATIONAL PSYCHOLOGY REVIEW 2011. [DOI: 10.1007/s10648-011-9153-z] [Citation(s) in RCA: 68] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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