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Research on Child and Adolescent Psychopathology

Gepubliceerd in:

01-07-2015

A Longitudinal Multilevel Study of Individual Characteristics and Classroom Norms in Explaining Bullying Behaviors

Auteurs: Miranda Sentse, René Veenstra, Noona Kiuru, Christina Salmivalli

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 5/2015

Abstract

This three-wave longitudinal study was set out to examine the interplay between individual characteristics (social standing in the classroom) and descriptive and injunctive classroom norms (behavior and attitudes, respectively) in explaining subsequent bullying behavior, defined as initiating, assisting, or reinforcing bullying. The target sample contained fourth- to sixth-grade students (n = 2,051) who attended the control schools in the Finnish evaluation of the KiVa antibullying program. Random slope multilevel analyses revealed that, over time, higher popularity or rejection, or lower acceptance were associated with increases in bullying behaviors, especially in classrooms with a high descriptive bullying norm. In contrast, the injunctive norm did not moderate the associations between social standing and engagement in bullying, except for children high on popularity. Theoretical and practical implications of the results are discussed.

vorige artikel Paediatric Obsessive-Compulsive Disorder and Depressive Symptoms: Clinical Correlates and CBT Treatment Outcomes

volgende artikel Peer Preference and Friendship Quantity in Children with Externalizing Behavior: Distinct Influences on Bully Status and Victim Status

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Titel: A Longitudinal Multilevel Study of Individual Characteristics and Classroom Norms in Explaining Bullying Behaviors
Auteurs: Miranda Sentse
René Veenstra
Noona Kiuru
Christina Salmivalli
Publicatiedatum: 01-07-2015
Uitgeverij: Springer US
Gepubliceerd in: Research on Child and Adolescent Psychopathology / Uitgave 5/2015
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI: https://doi.org/10.1007/s10802-014-9949-7

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