A longitudinal study of bullying, dominance, and victimization during the transition from primary school through secondary school

Pellegrini, Anthony D.; Long, Jeffrey D.

doi:10.1348/026151002166442

Cited by 850 publications

(778 citation statements)

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“…Examination of the configural invariance model indicated that the factor mean for boys was greater than for girls. This is consistent with the literature indicating that in general, boys seem to experience more victimization and bullying than girls, up to an effect size of 0.50 Pellegrini & Long, 2002). Scalar invariance was then examined by constraining both factor and parameter means to zero to determine whether individual parameters differed significantly between the two groups and contributed to the decrease in fit in the metric invariance model.…”

Section: Factor Analysis Of Victimization Itemssupporting

confidence: 81%

“…The fact that the factor means confirmed the prior-established pattern in the literature of increased victimization experiences for boys than for girls Pellegrini & Long, 2002) and that the indicator means matched a pattern established in the literature of increased victimization experiences related to gender for girls than the boys (Lipson, 2001;Pellegrini, 2001;Schnoll et al, 2015;Shute et al, 2008), allowed us to conclude that continued analysis using this one-factor structure was appropriate.…”

Section: Factor Analysis Of Victimization Itemssupporting

confidence: 71%

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An Exploration of Effects of Bullying Victimization From a Complete Mental Health Perspective

Fullchange

Furlong

2016

Sage Open

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This study explored the effects of being bullied from a dual-factor lens, specifically examining the relation between victimization and constructs that contribute to social-emotional well-being. Prior to carrying out the main analyses, the factor structure of self-report items related to experiencing bullying and harassment from the California Healthy Kids Survey, which was administered to more than 14,000 high school students, was examined to establish that these items represent an overall factor: students’ experience of victimization. This factor was then used as an independent variable in a series of planned comparisons with a dependent variable represented by constructs addressed by the Social Emotional Health Survey–Secondary: belief-in-self, emotional competence, belief-in-others, and engaged living. With increased frequency of victimization, suicidality increased and belief-in-others decreased. For other constructs, belief-in-self, engaged living, and depression, there were significant differences found between individuals who had experienced frequencies of bullying as low as less than once a month and those who did not experience bullying at all but no further detrimental impacts were seen with even higher frequencies of victimization, indicating that being victimized at all is significantly worse than not being victimized for these variables. Implications and future directions for research are explored.

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Section: Factor Analysis Of Victimization Itemssupporting

confidence: 81%

Section: Factor Analysis Of Victimization Itemssupporting

confidence: 71%

An Exploration of Effects of Bullying Victimization From a Complete Mental Health Perspective

Fullchange

Furlong

2016

Sage Open

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“…Many children in the present study associate bullying with struggling for status, power, or friends (for an interesting study on bullying within friendships, see Mishna, Weiner, & Pepler, 2008). This social representation on bullying causes resembles the social dominance theory, which suggests that prosocial behavior as well as aggressive strategies such as bullying are used among children and adolescents to achieve and maintain social status and dominance (Pellegrini & Long, 2004;Walcott, Upton, Bolen, & Brown, 2008).…”

Section: Discussionmentioning

confidence: 56%

Schoolchildren's social representations on bullying causes

Thornberg

2010

Psychology in the Schools

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The aim of the present study is to investigate schoolchildren's social representations on the causes of bullying. Individual qualitative interviews were conducted with 56 schoolchildren recruited from five elementary schools in Sweden. Mixed methods (grounded theory as well as descriptive statistic methods) were used to analyze data. According to the findings, the most prevalent social representation on bullying causes among the children is to view bullying as a reaction to deviance. The second most frequently used explanation type is to view bullying as social positioning. Other social representations on bullying causes are to explain bullying as the work of a disturbed bully, a revengeful action, an amusing game, social contamination, and a thoughtless happening. Social representations of bullying causes appear to be linked to the more general process of social categorization and seem in many bullying cases to promote moral disengagement among the children

This is the author’s version of the following article: Robert Thornberg, Schoolchildren's social representations on bullying causes, 2010, Psychology in the schools, (47), 4, 311-327. http://dx.doi.org/10.1002/pits.20472 Copyright: John Wiley & Sons, Ltd http://eu.wiley.com/WileyCDA/Brand/id-35.html

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“…Pellegrini & Long, 2002). Students have to adapt to a new Bullying and Cyberbullying 10 10 environment and re-establish their social relationships.…”

Section: Bullying and Cyberbullying 8mentioning

confidence: 99%

Peer and cyber aggression in secondary school students: the role of moral disengagement, hostile attribution bias, and outcome expectancies

Pornari

Wood

2009

Aggressive Behavior

429

287

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The present study investigated the relationship between cognitive mechanisms applied by people to rationalize and justify harmful acts, and engagement in traditional and cyber bullying among school children. We examined the contribution of Moral Disengagement (MD), Hostile Attribution Bias, and Outcome Expectancies and we further explored the individual contribution of each MD mechanism. Our aim was to identify shared and unique cognitive factors of the two forms of bullying. Three hundred and thirty nine secondary school children completed self-report measures that assessed MD, Hostile Attribution Bias, Outcome Expectancies, and their roles and involvement in traditional and cyber bullying. We found that MD total score positively related to both forms of bullying. Furthermore, traditional bullying positively related to children's moral justification, euphemistic language, displacement of responsibility and outcome expectancies, and negatively associated with hostile attribution bias. Moral justification also related positively to cyberbullying.Cyberbullying and cybervictimization were associated with high levels of traditional bullying and victimization, respectively. The results suggest that MD is a common feature of both traditional and cyber bullying, but it seems that traditional bullying demands a higher level of rationalisation or justification. Moreover, the data suggest that the expectation of positive outcomes from harmful behavior facilitates engagement in traditional bullying. The differential contribution of specific cognitive mechanisms indicates the need for future research to elaborate on the current findings in order to advance theory and inform existing and future antibullying school interventions. Bullying is a subtype of aggression defined as an intentional and repeated aggressive behavior by a group or individual, towards a victim who cannot readily defend himself/herself (Olweus, 1999). Smith and Sharp (1994) describe it as ''a systematic abuse of power'' (p. 2). School bullying is not rare. Various studies in different countries have reported a rate of victimization between 9% -32% and a rate of bullying between 4% -27% (Berger, 2007;Smith et al., 1999). Bullying can be physical (e.g. hitting, kicking), behavioral (e.g. stealing one's lunch,), verbal (e.g. threats, insults), and relational (e.g. exclusion from a group) (Berger). It can be direct or indirect (Underwood, 2000) and it can vary in terms of intensity, duration and motives (Tattum, 1994). In general, boys engage in more physical forms of bullying and girls in more indirect/relational bullying (Rivers & Smith, 1994;Scheitauer, 2002).Bullies and victims suffer from, and are at risk of various psychosocial problems (Card, 2003;Haynie et al., 2001;Hawker & Boulton, 2000;Nansel, Overpeck, Saluja, & Ruan, 2004;Olweus, 1999;Picket et al., 2002).Those who are both bullies and victims, otherwise called aggressive victims, are at higher risk (Duncan, 1999;Wolke, Woods, Bloomfield, & Karstadt, 2000), because they are prone to both ...

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A longitudinal study of bullying, dominance, and victimization during the transition from primary school through secondary school

Cited by 850 publications

References 44 publications

An Exploration of Effects of Bullying Victimization From a Complete Mental Health Perspective

An Exploration of Effects of Bullying Victimization From a Complete Mental Health Perspective

Schoolchildren's social representations on bullying causes

Peer and cyber aggression in secondary school students: the role of moral disengagement, hostile attribution bias, and outcome expectancies

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