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30-08-2018 | Empirical Research

“They Think that I Should Defend”: Effects of Peer and Teacher Injunctive Norms on Defending Victimized Classmates in Early Adolescents

Auteurs: Lenka Kollerová, Takuya Yanagida, Angela Mazzone, Petr Soukup, Dagmar Strohmeier

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 11/2018

Abstract

Norms have been suggested as important characteristics of the social-ecological context for defending victimized peers, but little is known about the contribution of student perceived injunctive norms (regarding the appropriateness of defending) imposed by peers and teachers. To investigate the role of these norms in defending, a sample of 751 early adolescents (51% female; M_age at Time 1:13 years) was assessed at two time points. Defending, as measured by peer- and self-ratings, decreased slightly over a six-month timespan. Three-level models (with time, students, and classrooms as the levels) indicated that both individual- and classroom-level perceived peer injunctive norms (but not teacher injunctive norms) had positive effects on defending over time regardless of the source of the information on defending (peers or self). These findings support programs that encourage defending through peer norms.

vorige artikel Who Becomes a Bullying Perpetrator After the Experience of Bullying Victimization? The Moderating Role of Self-esteem

volgende artikel Neighborhood Context, Family Cultural Values, and Latinx Youth Externalizing Problems

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Titel: “They Think that I Should Defend”: Effects of Peer and Teacher Injunctive Norms on Defending Victimized Classmates in Early Adolescents
Auteurs: Lenka Kollerová
Takuya Yanagida
Angela Mazzone
Petr Soukup
Dagmar Strohmeier
Publicatiedatum: 30-08-2018
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 11/2018
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-018-0918-2

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