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1.
This study examined the effects of normative beliefs about aggression and peer attachment on traditional bullying, cyberbullying, and both types of victimization. Cyberbullying departs from traditional forms of bullying in that it is through forms of technology, such as the Internet, which increases situational anonymity. Eight hundred fifty students in Grades 6 through 8 completed a survey that assessed normative beliefs about aggression, peer attachment, and traditional bullying and cyberbullying behaviors, which suggested that students who are involved with traditional bullying are also involved in cyberbullying. Adolescents with higher normative beliefs about aggression are more likely to be traditional bullies, traditional victims, cyberbullies, and cybervictims. Additionally, peer attachment was found to be negatively associated with both types of bullying and victimization. Implications and future directions are discussed. 相似文献
2.
Bullying is grounded in the interactions between an individual and complex social–ecological systems. Therefore, bullying involvement is not just confined to the classroom or school. Recent research suggests that sibling aggression may be a predictor for peer-level aggression. These findings may be more relevant for students with disabilities because studies suggest that students with disabilities are disproportionately involved in the bullying dynamic. Therefore, this study explored the intersection between sibling aggression and school belonging on bullying, victimisation and fighting for 14,508 students, including 1183 students with disabilities and 13,325 students without disabilities in grades 6 through 12. As hypothesised, students with disabilities reported higher levels of victimisation, bullying and fighting. Additionally, high levels of school belonging partially buffered fighting and bullying behaviours for students with and without disabilities. These findings demonstrate the importance of establishing an inclusive and safe environment for school-aged youth. 相似文献
3.
Separate lines of research find that proaggressive attitudes promote peer aggression and that bystanders play a pivotal role in deterring or facilitating bullying behavior. The current study hypothesized that proaggressive attitudes in middle school would deter students from standing up to bullying and encourage them to reinforce bullying behavior. Middle school students (n = 28,765) in 423 schools completed a statewide school climate survey that included an aggressive attitudes scale and their bystander response to a recent episode of bullying, which was categorized as upstanding, reinforcing, or passive. Multilevel logistic regressions indicated that higher aggressive attitudes were associated with less upstanding behavior at the school level and less upstanding behavior and more reinforcing behavior at the individual level, while controlling for other school and student demographic variables. These findings suggest that antibullying programs might address student attitudes toward aggression as a means of boosting positive bystander intervention. 相似文献
4.
While the poor psychosocial outcomes of young people who have experienced bullying are well known, the harm associated with experiences that do not meet the bullying criteria is not well understood. The aim of this study was to examine the level of harm associated with experiences of peer aggression, as well as bullying, by directly measuring the four elements of intent, perceived harm, repetition and power imbalance that comprise the bullying criteria. The purpose of the study was to establish whether bullying was the most harmful form of peer aggression and whether other types of peer aggression that did not comprise all elements of bullying were comparably harmful. Over 6000 students (aged 11–16) from 10 countries completed a student victimization and aggression questionnaire. Data showed that approximately 50% of participants were not intentionally harmed through peer aggression, although this varied across countries, ranging from 10% in India to 87.5% in Taiwan. In all countries, analyses identified a group that had experienced repeated peer aggression, but with no power imbalance, comparable in size to the bullied group, suggesting that bullying is just “the tip of the iceberg”. Victims of bullying self-reported the greatest experiences of harm, although victims of repeated aggression reported comparable harm. The findings show that peer aggression experiences that do not meet the bullying criteria are also rated as harmful by victims. More research is needed to fully understand negative peer interactions that include behaviors outside the scope of the bullying definition, particularly with regard to repeated peer aggression. This study suggests that researchers should consider the level of harm experienced by individuals and avoid terminology such as bullying, while policy makers should place a strong and explicit focus on encompassing a broader realm of harmful peer aggression. 相似文献
5.
Donna Cross Therese Shaw Melanie Epstein Natasha Pearce Amy Barnes Sharyn Burns Stacey Waters Leanne Lester Kevin Runions 《European Journal of Education》2018,53(4):495-513
Peer bullying increases in times of school transition, influenced by changing peer and friendship groups, new schooling environments and greater stress. Covert forms of bullying, including cyberbullying, become more common in secondary school and cause considerable distress and long-term harm. The period of transition to secondary school is therefore a critical window for intervening to manage and prevent bullying. A three-year cluster randomised control trial was conducted to develop, implement and evaluate the Friendly Schools Project intervention which aimed to reduce bullying and aggression among more than 3,000 students who had recently transitioned to secondary school. Intervention schools were provided with individualised training and resources to support students’ transition and reduce bullying using a multi-level comprehensive intervention addressing classroom curriculum, school policies and procedures, the social and physical environment, pastoral care approaches and school-home-community links. Although the observed effect sizes were small, the intervention had a consistently significant positive effect across a range of outcomes, including bullying perpetration, victimisation, depression, anxiety, stress, feelings of loneliness and perceptions of school safety at the end of the students’ first year in secondary school. However, none of these differences were sustained into the students’ second year of secondary school. These findings demonstrate the immediate value of whole-school interventions to reduce bullying behaviour and associated harms among students who have recently transitioned to secondary school, as well as the need to provide strategies that continue to support students as they progress through school, to sustain these effects. 相似文献
6.
Individual and Contextual Influences on Academic Dishonesty: A Multicampus Investigation 总被引：1，自引：0，他引：1
Students at nine medium to large state universities were surveyed in this comprehensive investigation of the influences of individual and contextual factors on self-reported academic dishonesty. Results suggested that cheating was influenced by a number of characteristics of individuals including age, gender, and grade-point average, as well as a number of contextual factors including the level of cheating among peers, peer disapproval of cheating, fraternity/sorority membership, and the perceived severity of penalties for cheating. Peer disapproval was the strongest influential factor. 相似文献
7.
This study investigated how peer perceptions of teacher liking and disliking for a student shape students’ social cognitions by moderating associations between the student’s peer-perceived social behavior and peer liking and disliking status. We studied individual teacher liking and disliking as well as classroom norms as moderators of individual and classroom-level behavior-status associations. Peer nominations of (dis)liking, being (dis)liked by the teacher, and prosocial and aggressive behavior were gathered from 1454 students (Mage = 10.60) in 58 fifth-grade classes in the Netherlands. Results from multilevel analyses showed the teacher made a difference in particular for those students who were at-risk of low peer status, that is, those students who were perceived by many of their peers to show aggressive behavior and by few to show prosocial behavior. These students were disliked less and liked more when they were perceived by peers to be less disliked and more liked by the teacher. Furthermore, the amount of disliking associated with overt and relational aggression differed across classrooms, depending on norms of teacher liking. These findings may help teachers to understand and improve an individual student’s peer status, and alter the behavior–status dynamics in their class. 相似文献
8.
In efforts to increase the field and society's understanding of bullying, the authors investigated how various forms of attachment (mother, peer, and school) are directly and indirectly related to bullying behavior through empathy, and whether these relationships are moderated by gender. Adolescents, of grades 7 through 9, from one middle school in Seoul were surveyed. Using structural equation modeling, the study identified significant gender differences in the direct and indirect effects of attachment on bullying behavior. For male students, greater school attachment was directly related to less bullying behavior and maternal and peer attachment had indirect effects on bullying behavior, mediated by student cognitive empathy. For female students greater maternal attachment was directly related to less bullying behavior, and peer attachment had an indirect effect on bullying behavior, mediated by student affective empathy. The study provides evidence supporting increased emphasis on empathy development in bullying prevention programs. 相似文献
9.
Trajectories in bullying through adolescence were studied along with individual, family, and peer relationship factors. At the outset, participants' ages ranged from 10 to 14; 74% identified as European Canadian with the remainder from diverse backgrounds. With 8 waves of data over 7 years, 871 students (466 girls and 405 boys) were studied to reveal 4 trajectories: 9.9% reported consistently high levels of bullying, 13.4% reported early moderate levels desisting to almost no bullying at the end of high school, 35.1% reported consistently moderate levels, and 41.6% almost never reported bullying. Students who bullied had elevated risks in individual, parent, and peer relationship domains. Risk profiles and trajectories provide direction for interventions to curtail the development of power and aggression in relationships. 相似文献
10.
The purpose of the study was to examine, in a large sample of Chinese children and adolescents at 9, 13, and 16 years of age, the contextual effects of the peer group on relations between academic achievement and social functioning. Data on informal peer groups, social functioning and academic achievement were collected from multiple sources. It was found that peer groups were highly homogenous on academic achievement. Hierarchical linear modeling analysis revealed that academic achievement and social adjustment were associated at both the within-group individual level and the group level. Moreover, group academic performance moderated the relations between academic achievement and social adjustment such as peer acceptance, social competence, and leadership, suggesting that individual-level relations might be enhanced or exacerbated by group academic norms. 相似文献
11.
Relational and Physical Aggression of Preschool-Age Children: Peer Status Linkages Across Informants 总被引：1，自引：0，他引：1
Little is known concerning how subtypes of aggression (relational and physical) might be differentially related to preschool-age children's classification in peer sociometric status groups (popular, average, rejected, neglected, and controversial). Furthermore, associations between aggression and sociometric status might vary according to the assessment tools utilized (e.g., peer report vs. teacher report). In this study, relational and physical aggression as well as sociable behavior of preschool-age children was assessed using peer reports and teacher reports. Peer nominations of acceptance and rejection (like and dislike nominations) were also collected and used to form sociometric status groups. Findings indicate that the behavioral differences between sociometric status group categories, obtained with older samples in previous research, is already evident as early as preschool. Furthermore, relational aggression is associated with controversial sociometric status in this age group (based on peer reports). These findings complement an emerging body of research indicating that the practice of relational aggression may be associated with greater peer status for some children. 相似文献
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13.
Peer group status as a moderator of group influence on children's deviant, aggressive, and prosocial behavior 总被引：2，自引：1，他引：1
Group status was examined as a moderator of peer group socialization of deviant, aggressive, and prosocial behavior. In the fall and 3 months later, preadolescents and early adolescents provided self-reported scores for deviant behavior and group membership, and peer nominations for overt and relational aggression, prosocial behavior, and social preference. Using the social cognitive map, 116 groups were identified involving 526 children (282 girls; M age=12.05). Hierarchical linear modeling revealed that high group centrality (visibility) magnified group socialization of relational aggression, deviant behavior, and prosocial behavior, and low group acceptance magnified socialization of deviant behavior. Results suggest group influence on behavior is not uniform but depends on group status, especially group visibility within the larger peer context. 相似文献
14.
Kenneth A. Dodge John D. Coie Gregory S. Pettit Joseph M. Price 《Child development》1990,61(5):1289-1309
The social transactions of popular, rejected, neglected, and average first- and third-grade boys were examined during their initial encounters with peers. 23 groups of 5 or 6 boys each were observed for 45-min free-play sessions conducted on 5 consecutive days, with sociometric interviews following each session. Social preference in the play groups correlated significantly with classroom social preference after the third and subsequent play sessions for the third graders, and after the fourth and subsequent sessions for the first graders. The observational coding system distinguished 4 types of aggressive behavior that were hypothesized to relate to peer status in different ways. The first, rough play, was not related to peer status. However, rejected boys at both ages displayed significantly higher rates of angry reactive aggression and instrumental aggression than average boys. The relation between bullying and peer status varied with the age of the child. Popular first graders engaged in more bullying than average first graders, but popular third graders did not differ from average in bullying. Other questions concerned the temporal relation between play group behaviors and social preference scores within the group. Socially interactive behaviors anteceded high preference by peers, and low preference in turn led to social isolation in subsequent sessions. 相似文献
15.
学校欺负与同伴背景的关系 总被引：7，自引：0，他引：7
欺负是发生于同伴群体中的现象,同伴构成了欺负发生的背景。传统的欺负与同伴间关系研究关注欺负／受欺负与个体的同伴地位的联系,近年来研究者开始从同伴群体的角度来揭示欺负与同伴间联系的机制,有关不良同伴联系对攻击与反社会行为影响的研究则从异常同伴联系的角度为这一机制做出了解释。对这三个方面的研究进行评介,并阐述了该领域今后研究的主要方向及对欺负干预的启示。 相似文献
16.
Beatriz Lucas‐Molina Ariel A. Williamson Rosa Pulido Alicia Prez‐Albniz 《Psychology in the schools》2015,52(3):298-315
Peer harassment is a major social problem affecting children and adolescents internationally. Much research has focused on student‐to‐student harassment from either an individual or a multilevel perspective. There is a paucity of multilevel research on students’ relationships with the classroom teacher. The purpose of this study was to use a socioecological perspective to examine the relationships between individual student‐level characteristics, problematic teacher–student relationships, and student‐reported peer harassment. A total of 1,864 children (50.7% female) aged 8 to 13 years (M = 9.82, SD = 1.24), nested in 27 schools (58.2% public) in Spain, participated in the study. Ninety‐four homeroom teachers reported on teacher–student relationships, and students completed self‐report measures related to peer harassment and teacher–student relationships. Multilevel models showed that relationships between students and teachers exerted a varying degree of influence on classroom levels of peer harassment. Specifically, student‐reported teacher support was associated with diminished student‐reported peer victimization, whereas direct and indirect student‐reported teacher‐to‐student aggression was associated with increased peer victimization. Additionally, student‐reported student‐to‐teacher aggression and teacher‐to‐student aggression were associated with increased student‐reported peer aggression. Teacher‐reported variables at the classroom level, however, contributed little to student‐reported outcomes. Results are discussed in the context of future research on relationships between teachers and students. 相似文献
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18.
Barbara Houbre Cyril Tarquinio Isabelle Thuillier Emmanuelle Hergott 《European Journal of Psychology of Education - EJPE》2006,21(2):183-208
Violence among students at school is an ever-growing problem. Bullying can be defined as all forms of repeated physical or
mental violence performed by an individual on another person who is not capable of defending him/herself (Roland & Idsoe,
2001). The three studies conducted here reveal some of the characteristics and implications of this type of aggression. Whether
the attacker (s) or the attacked, all protagonists in a bullying episode suffer the consequences of this behavior. Study 1
showed that students who were both victims and bullies had the lowest self-concepts in all areas studied. Victims exhibited
inferior self-concepts to bullies, who in turn obtained lower scores than students not involved in bullying at all. Study
2 showed, as expected, that the group of bully/victims reported more psychosomatic problems than all other groups. In addition,
there was a positive link between behavioral problems and the onset of psychosomatic disorders. Study 3, which was mainly
exploratory, looked at the traumatic impact of bullying and the emergence of addictive behavior. Children who had vivid memories
of being the victim of an aggressive act manifested a high level of post-traumatic stress, although no link was observed between
post-traumatic stress and the type of aggression (physical, verbal, or relational). A dependency relationship was found between
post-traumatic stress and substance use. The results of these studies suggest that the many complexities of the different
protagonists of bullying should be taken into account in view of developing servicing that is geared to each individual. 相似文献
19.
This study investigated reciprocal relations between adolescents' physical aggression and their perceptions of peers' deviant behaviors and attitudes. Analyses were conducted on four waves of data from 2,290 adolescents (ages 10–16) from three urban middle schools. Autoregression models revealed reciprocal relations between peer factors (i.e., friends' problem behavior, peer pressure for fighting, friends' support for fighting) and adolescents' reporting of their aggressive behavior. Bidirectional relations were also found between peer pressure for fighting and adolescents' frequency of physical aggression based on teacher ratings. Findings were consistent across sex, grade, and time. Findings suggest that multiple dimensions of peers' behaviors uniquely play a role in the development of adolescents' aggression and have important implications for interventions to reduce problem behaviors. 相似文献
20.
This study examined parenting variables as protective factors to reduce the influence of school and peer risk factors on adolescents' aggression. Five waves of data spanning 3?years were collected from 5,581 students at 37 schools who began the 6th grade in 2001 or 2002. Class-level and perceived school norms supporting aggression, delinquent peer associations, parental support for fighting and support for nonviolence, and parental involvement were each associated with physical aggression across all waves. Each parenting variable moderated 1 or more risk factors, with the magnitude of many effects varying by gender and decreasing over time. Implications for the role parents may play in reducing the impact of school and peer risk factors for aggression are discussed. 相似文献