Skip to main content
Top
Gepubliceerd in: Journal of Abnormal Child Psychology 3/2018

07-04-2017

Will Victims Become Aggressors or Vice Versa? A Cross-Lagged Analysis of School Aggression

Auteurs: Shui-fong Lam, Wilbert Law, Chi-Keung Chan, Xiao Zhang, Bernard P. H. Wong

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 3/2018

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

Peer aggression and victimization are ubiquitous phenomena in schools which warrant the attention of educators and researchers. The high connection between aggression and victimization behooves researchers to look into how the comorbidity of them develops over time. The present study investigated the associations between aggression and victimization over 3 years in early adolescence and whether these associations are moderated by gender and teacher support. Participants were 567 Grade 7, 8 and 9 students (49.38% girls) from 3 schools in Hong Kong. Over the course of study, they were asked to fill in a set of questionnaires that consisted of items related to peer aggression, victimization, and teacher support at 5 time points. Four models of cross-lagged relations between peer aggression and victimization were tested. The results supported a reciprocal model of peer aggression and victimization for both boys and girls although girls engaged in less peer aggression and victimization than boys. Further analyses also revealed that teacher support acted as a suppressor of the reciprocal relations. The present study sheds lights on intervention strategies that may remediate peer aggression and victimization in schools.
Literatuur
go back to reference Barker, E. D., Arseneault, L., Brendgen, M., Fontaine, N., & Maughan, B. (2008). Joint development of bullying and victimization in adolescence: Relations to delinquency and self-harm. Journal of the American Academy of Child and Adolescent Psychiatry, 47, 1030–1038. doi:10.1097/CHI.0b013e31817eec98.PubMed Barker, E. D., Arseneault, L., Brendgen, M., Fontaine, N., & Maughan, B. (2008). Joint development of bullying and victimization in adolescence: Relations to delinquency and self-harm. Journal of the American Academy of Child and Adolescent Psychiatry, 47, 1030–1038. doi:10.​1097/​CHI.​0b013e31817eec98​.PubMed
go back to reference Bradshaw, C. P., Sawyer, A. L., & O'Brennan, L. M. (2007). Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychology Review, 36, 361–382. Bradshaw, C. P., Sawyer, A. L., & O'Brennan, L. M. (2007). Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychology Review, 36, 361–382.
go back to reference Brislin, R. W. (1970). Back-translation for cross-cultural research. Journal of Cross-Cultural Psychology, 1, 185–216.CrossRef Brislin, R. W. (1970). Back-translation for cross-cultural research. Journal of Cross-Cultural Psychology, 1, 185–216.CrossRef
go back to reference Card, N. A., & Little, T. D. (2006). Proactive and reactive aggression in childhood and adolescence: A meta-analysis of differential relations with psychosocial adjustment. International Journal of Behavioral Development, 30, 466–480. doi:10.1177/0165025406071904.CrossRef Card, N. A., & Little, T. D. (2006). Proactive and reactive aggression in childhood and adolescence: A meta-analysis of differential relations with psychosocial adjustment. International Journal of Behavioral Development, 30, 466–480. doi:10.​1177/​0165025406071904​.CrossRef
go back to reference Cicchetti, D., & Lynch, M. (1993). Toward an ecological/transactional model of community violence and child maltreatment: Consequences for children's development. Psychiatry: Interpersonal and Biological Processes, 56, 96–118.CrossRef Cicchetti, D., & Lynch, M. (1993). Toward an ecological/transactional model of community violence and child maltreatment: Consequences for children's development. Psychiatry: Interpersonal and Biological Processes, 56, 96–118.CrossRef
go back to reference Cook, C. R., Williams, K. R., Guerra, N. G., Kim, T. E., & Sadek, S. (2010). Predictors of bullying and victimization in childhood and adolescence: A meta-analytic investigation. School Psychology Quarterly, 25, 65–83. doi:10.1037/a0020149.CrossRef Cook, C. R., Williams, K. R., Guerra, N. G., Kim, T. E., & Sadek, S. (2010). Predictors of bullying and victimization in childhood and adolescence: A meta-analytic investigation. School Psychology Quarterly, 25, 65–83. doi:10.​1037/​a0020149.CrossRef
go back to reference Craig, W., Harel-Fisch, Y., Fogel-Grinvald, H., Dostaler, S., Hetland, J., Simons-Morton, B., et al., HBSC Bullying Writing Group. (2009). A cross-national profile of bullying and victimization among adolescents in 40 countries. International Journal of Public Health, 54, 216–224. doi:10.1007/s00038-009-5413-9. Craig, W., Harel-Fisch, Y., Fogel-Grinvald, H., Dostaler, S., Hetland, J., Simons-Morton, B., et al., HBSC Bullying Writing Group. (2009). A cross-national profile of bullying and victimization among adolescents in 40 countries. International Journal of Public Health, 54, 216–224. doi:10.​1007/​s00038-009-5413-9.
go back to reference Darlington, R. B. (1968). Multiple regression in psychological research and practice. Psychological Bulletin, 69, 161–182.CrossRefPubMed Darlington, R. B. (1968). Multiple regression in psychological research and practice. Psychological Bulletin, 69, 161–182.CrossRefPubMed
go back to reference David, C. F., & Kistner, J. A. (2000). Do positive self-perceptions have a “dark side”? Examination of the link between perceptual bias and aggression. Journal of Abnormal Child Psychology, 28, 327–337. doi:10.1023/A:1005164925300.CrossRefPubMed David, C. F., & Kistner, J. A. (2000). Do positive self-perceptions have a “dark side”? Examination of the link between perceptual bias and aggression. Journal of Abnormal Child Psychology, 28, 327–337. doi:10.​1023/​A:​1005164925300.CrossRefPubMed
go back to reference Dodge, K. A. (1991). The structure and function of reactive and proactive aggression. In D. J. Pepler & K. H. Rubin (Eds.), The development and treatment of childhood aggression (pp. 201–218). Hillsdale: Erlbaum. Dodge, K. A. (1991). The structure and function of reactive and proactive aggression. In D. J. Pepler & K. H. Rubin (Eds.), The development and treatment of childhood aggression (pp. 201–218). Hillsdale: Erlbaum.
go back to reference Farrell, A. D., Mehari, K. R., Kramer-Kuhn, A., & Goncy, E. A. (2014). The impact of victimization and witnessing violence on physical aggression among high-risk adolescents. Child Development, 85, 1694–1710. doi:10.1111/cdev.12215.CrossRefPubMed Farrell, A. D., Mehari, K. R., Kramer-Kuhn, A., & Goncy, E. A. (2014). The impact of victimization and witnessing violence on physical aggression among high-risk adolescents. Child Development, 85, 1694–1710. doi:10.​1111/​cdev.​12215.CrossRefPubMed
go back to reference Furlong, M. J., Chung, A., Bates, M., & Morrison, R. L. (1995). Who are the victims of school violence? A comparison of student non-victims and multi-victims. Education and Treatment of Children, 18, 282–298. Furlong, M. J., Chung, A., Bates, M., & Morrison, R. L. (1995). Who are the victims of school violence? A comparison of student non-victims and multi-victims. Education and Treatment of Children, 18, 282–298.
go back to reference Giesbrecht, G. F., Leadbeater, B. J., & MacDonald, S. W. S. (2011). Child and context characteristics in trajectories of physical and relational victimization among early elementary school children. Development and Psychopathology, 23, 239–252. doi:10.1017/S0954579410000763.CrossRefPubMed Giesbrecht, G. F., Leadbeater, B. J., & MacDonald, S. W. S. (2011). Child and context characteristics in trajectories of physical and relational victimization among early elementary school children. Development and Psychopathology, 23, 239–252. doi:10.​1017/​S095457941000076​3.CrossRefPubMed
go back to reference Graham, S., Bellmore, A. D., & Mize, J. (2006). Peer victimization, aggression, and their co-occurrence in middle school: Pathways to adjustment problems. Journal of Abnormal Child Psychology, 34, 363–378. doi:10.1007/s10802-006-9030-2.CrossRefPubMed Graham, S., Bellmore, A. D., & Mize, J. (2006). Peer victimization, aggression, and their co-occurrence in middle school: Pathways to adjustment problems. Journal of Abnormal Child Psychology, 34, 363–378. doi:10.​1007/​s10802-006-9030-2.CrossRefPubMed
go back to reference Haynie, D. L., Nansel, T., Eitel, P., Crump, A. D., Saylor, K., Yu, K., & Morton-Simons, B. (2001). Bullies, victims and bully/victims: Distinct groups of at-risk youth. Journal of Early Adolescence, 21, 29–49.CrossRef Haynie, D. L., Nansel, T., Eitel, P., Crump, A. D., Saylor, K., Yu, K., & Morton-Simons, B. (2001). Bullies, victims and bully/victims: Distinct groups of at-risk youth. Journal of Early Adolescence, 21, 29–49.CrossRef
go back to reference Horst, P. (1966). Psychological measurement and prediction. Belmont: Wadsworth. Horst, P. (1966). Psychological measurement and prediction. Belmont: Wadsworth.
go back to reference Hughes, J. N., Cavell, T. A., & Willson, V. (2001). Further support for the developmental significance of the quality of the teacher–student relationship. Journal of School Psychology, 39, 289–301. doi:10.1016/S0022-4405(01)00074-7.CrossRef Hughes, J. N., Cavell, T. A., & Willson, V. (2001). Further support for the developmental significance of the quality of the teacher–student relationship. Journal of School Psychology, 39, 289–301. doi:10.​1016/​S0022-4405(01)00074-7.CrossRef
go back to reference Kaplan, H., & Assor, A. (2012). Enhancing autonomy-supportive I–thou dialogue in schools: Conceptualization and socio-emotional effects of an intervention program. Social Psychology of Education, 15, 251–269. doi:10.1007/s11218-012-9178-2.CrossRef Kaplan, H., & Assor, A. (2012). Enhancing autonomy-supportive I–thou dialogue in schools: Conceptualization and socio-emotional effects of an intervention program. Social Psychology of Education, 15, 251–269. doi:10.​1007/​s11218-012-9178-2.CrossRef
go back to reference Kochenderfer-Ladd, B., Ladd, G. W., & Kochel, K. P. (2009). A child and environment framework for studying risk for peer victimization. In M. J. Harris (Ed.), Bullying, rejection, and peer victimization: A social cognitive neuroscience perspective (pp. 27–52). New York: Springer. Kochenderfer-Ladd, B., Ladd, G. W., & Kochel, K. P. (2009). A child and environment framework for studying risk for peer victimization. In M. J. Harris (Ed.), Bullying, rejection, and peer victimization: A social cognitive neuroscience perspective (pp. 27–52). New York: Springer.
go back to reference Kusche, C. A., & Greenberg, M. S. (1994). The PATHS curriculum: Promoting alternative thinking strategies. Seattle: Developmental Research and Programs. Kusche, C. A., & Greenberg, M. S. (1994). The PATHS curriculum: Promoting alternative thinking strategies. Seattle: Developmental Research and Programs.
go back to reference Lam, S.-f., Law, W., Chan, C.-K., Wong, B. P. H., & Zhang, X. (2015). A latent class growth analysis of school bullying and its social context: The self-determination theory perspective. School Psychology Quarterly, 30, 75–90. doi:10.1037/spq0000067.CrossRefPubMed Lam, S.-f., Law, W., Chan, C.-K., Wong, B. P. H., & Zhang, X. (2015). A latent class growth analysis of school bullying and its social context: The self-determination theory perspective. School Psychology Quarterly, 30, 75–90. doi:10.​1037/​spq0000067.CrossRefPubMed
go back to reference Leadbeater, B. J., Boone, E. M., Sangster, N. A., & Mathieson, L. C. (2006). Sex differences in the personal costs and benefits of relational and physical aggression in high school. Aggressive Behavior, 32, 409–419. doi:10.1002/ab.20139.CrossRef Leadbeater, B. J., Boone, E. M., Sangster, N. A., & Mathieson, L. C. (2006). Sex differences in the personal costs and benefits of relational and physical aggression in high school. Aggressive Behavior, 32, 409–419. doi:10.​1002/​ab.​20139.CrossRef
go back to reference Little, R. J., & Rubin, D. B. (2002). Statistical analysis with missing data (2nd ed.). New York: Wiley.CrossRef Little, R. J., & Rubin, D. B. (2002). Statistical analysis with missing data (2nd ed.). New York: Wiley.CrossRef
go back to reference Muthén, L. K., & Muthén, B.O. (1998-2010). Mplus user’s guide. (6th ed.). Los Angeles: Muthén & Muthén. Muthén, L. K., & Muthén, B.O. (1998-2010). Mplus user’s guide. (6th ed.). Los Angeles: Muthén & Muthén.
go back to reference Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, W. J., Simons-Morton, B., & Scheidt, P. (2001). Bullying behaviors among US youth: Prevalence and association with psychosocial adjustment. The Journal of the American Medical Association, 285, 2094–2100. doi:10.1001/jama.285.16.2094.CrossRefPubMed Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, W. J., Simons-Morton, B., & Scheidt, P. (2001). Bullying behaviors among US youth: Prevalence and association with psychosocial adjustment. The Journal of the American Medical Association, 285, 2094–2100. doi:10.​1001/​jama.​285.​16.​2094.CrossRefPubMed
go back to reference Olweus, D. (1994). Annotation: Bullying at school: Basic facts and effects of a school based intervention program. Journal of Child Psychology and Psychiatry, 35, 1171–1190.CrossRefPubMed Olweus, D. (1994). Annotation: Bullying at school: Basic facts and effects of a school based intervention program. Journal of Child Psychology and Psychiatry, 35, 1171–1190.CrossRefPubMed
go back to reference Pianta, R. C., Steinberg, M. S., & Rollins, K. B. (1995). The first two years of school: Teacher-child relationships and deflections in children’s classroom adjustment. Development and Psychopathology, 7, 295–312. doi:10.1017/S0954579400006519.CrossRef Pianta, R. C., Steinberg, M. S., & Rollins, K. B. (1995). The first two years of school: Teacher-child relationships and deflections in children’s classroom adjustment. Development and Psychopathology, 7, 295–312. doi:10.​1017/​S095457940000651​9.CrossRef
go back to reference Rys, G. S., & Bear, G. G. (1997). Relational aggression and peer relations: Gender and developmental issues. Merrill-Palmer Quarterly, 43, 87–106. Rys, G. S., & Bear, G. G. (1997). Relational aggression and peer relations: Gender and developmental issues. Merrill-Palmer Quarterly, 43, 87–106.
go back to reference Solomon, D., Watson, M. S., Delucchi, K. L., Schaps, E., & Battistich, V. (1988). Enhancing children’s prosocial behavior in the classroom. American Educational Research Journal, 25, 527–554.CrossRef Solomon, D., Watson, M. S., Delucchi, K. L., Schaps, E., & Battistich, V. (1988). Enhancing children’s prosocial behavior in the classroom. American Educational Research Journal, 25, 527–554.CrossRef
go back to reference Sweater, S. M., & Cary, P. T. (2003). Attitudes toward bullying in middle school youth: A developmental examination across the bully/victim continuum. Journal of Applied School Psychology, 19, 63–79. doi:10.1300/J008v19n02_05.CrossRef Sweater, S. M., & Cary, P. T. (2003). Attitudes toward bullying in middle school youth: A developmental examination across the bully/victim continuum. Journal of Applied School Psychology, 19, 63–79. doi:10.​1300/​J008v19n02_​05.CrossRef
go back to reference Ttofi, M. M., & Farrington, D. P. (2011). Effectiveness of school-based programs to reduce bullying: A systematic and meta-analytic review. Journal of Experimental Criminology, 7, 27–56. doi:10.1007/s11292-010-9109-1.CrossRef Ttofi, M. M., & Farrington, D. P. (2011). Effectiveness of school-based programs to reduce bullying: A systematic and meta-analytic review. Journal of Experimental Criminology, 7, 27–56. doi:10.​1007/​s11292-010-9109-1.CrossRef
go back to reference Vogt, W. P. (2005). Dictionary of statistics and methodology: A nontechnical guide for the social sciences. Thousand Oaks: Sage.CrossRef Vogt, W. P. (2005). Dictionary of statistics and methodology: A nontechnical guide for the social sciences. Thousand Oaks: Sage.CrossRef
go back to reference WestEd. (2000). California healthy kids survey. Los Alamitos: WestEd. WestEd. (2000). California healthy kids survey. Los Alamitos: WestEd.
go back to reference Yeung, R. S., & Leadbeater, B. J. (2007). Does hostile attributional bias for relational provocations mediate the short-term association between relational victimization and aggression in preadolescence? Journal of Youth and Adolescence, 36, 973–983. doi:10.1007/s10964-006-9162-2.CrossRef Yeung, R. S., & Leadbeater, B. J. (2007). Does hostile attributional bias for relational provocations mediate the short-term association between relational victimization and aggression in preadolescence? Journal of Youth and Adolescence, 36, 973–983. doi:10.​1007/​s10964-006-9162-2.CrossRef
go back to reference You, S., & Yoon, J. (2016). Peer victimization: Exploring psychosocial correlates and reciprocal longitudinal relationship. Journal of Community Psychology, 44, 426–441. doi:10.1002/jcop.21779.CrossRef You, S., & Yoon, J. (2016). Peer victimization: Exploring psychosocial correlates and reciprocal longitudinal relationship. Journal of Community Psychology, 44, 426–441. doi:10.​1002/​jcop.​21779.CrossRef
Metagegevens
Titel
Will Victims Become Aggressors or Vice Versa? A Cross-Lagged Analysis of School Aggression
Auteurs
Shui-fong Lam
Wilbert Law
Chi-Keung Chan
Xiao Zhang
Bernard P. H. Wong
Publicatiedatum
07-04-2017
Uitgeverij
Springer US
Gepubliceerd in
Research on Child and Adolescent Psychopathology / Uitgave 3/2018
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI
https://doi.org/10.1007/s10802-017-0298-1

Andere artikelen Uitgave 3/2018

Journal of Abnormal Child Psychology 3/2018 Naar de uitgave