Boys, Bullying, and Gender Roles: How Hegemonic Masculinity Shapes Bullying Behavior

Rosen, Nicole L.; Nofziger, Stacey

doi:10.1007/s12147-018-9226-0

Cited by 64 publications

(52 citation statements)

References 47 publications

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“…More boys than girls said they had been victims of verbal aggression, hitting, threats, and blackmail. Our findings echo those of other studies, which indicate that boys are more frequently involved in bullying as victims [ 60 , 61 , 62 , 63 , 64 , 65 ].…”

Section: Discussionsupporting

confidence: 90%

Emotional Intelligence as a Protective Factor against Victimization in School Bullying

Barco

Mendo-Lázaro

Río

et al. 2020

IJERPH

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Previous research has identified the main predictors of being a victim of school bullying. This study focused on the phenomenon of school bullying and its relationship with self-perceived emotional intelligence. The main aim was to analyze the mediating effect of emotional attention, clarity, and repair in relation to school victimization. The sample was made up of 822 primary school pupils from 10 public schools. Data were collected through self-reports, exploring the profile of victims of school bullying, and the dimensions of self-perceived emotional intelligence (PEI). A multivariate analysis and multinomial regression showed a relationship between the two variables; the probability of being a victim of school bullying was 5.14 times higher among pupils with low clarity, 2.72 times higher among pupils with low repair, and 2.62 times higher among pupils with excessive attention. The results demonstrated that the better their emotional regulation and understanding, the less likely pupils are to be victims of school bullying. This confirmed that adequate emotional attention and excellent emotional clarity and repair are protective factors against victimization.

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Section: Discussionsupporting

confidence: 90%

Emotional Intelligence as a Protective Factor against Victimization in School Bullying

Barco

Mendo-Lázaro

Río

et al. 2020

IJERPH

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“…Furthermore, there is research pointing out that the differences may lie in the way bullying is carried out (Silva et al, 2013), as if there were specific behaviours more common for boys and others for girls (Chocarro & Garaigordobil, 2019;Marcum et al, 2012;Ryoo et al, 2014). Some authors have even described bullying as a way of expressing gender identity, with boys displaying a masculine identity through direct and explicit forms of aggression, and girls expressing feminine identity through social and relational aggression (Carrera-Fernández et al, 2016;Rosen & Nofzige, 2019).…”

Section: Article In Pressmentioning

confidence: 99%

Sex Differences in Adolescent Bullying Behaviours

Feijóo

O’Higgins-Norman

Foody

et al. 2021

Psychosocial Intervention

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“…In many cases, bullying behaviors offer a special status: a popular, influential, or persuasive member of the groups, which guarantees good, rewarding relationships. (Rosen & Nofziger, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…In terms of gender differences (Silva, Pereira, Mendonça, Nunes, & de Oliveira, 2013;Hellström, & Beckman, 2020), boys tend to engage more in physical aggressions (Rosen, & Nofziger, 2019;Ploeg, Steglich, & Veenstra, 2020;Card, Stucky, Sawalani & Little, 2008;Hay, 2007;Archer, 2004). Also, girls engage more in relational aggression (Eriksen, & Lyng, 2018;Crick & Grotpeter, 1995), while verbal aggression is used equally by girls and boys (Fares, Ramirez, Cabrera, Lozano, & Salas, 2011).…”

Section: Bullyingmentioning

confidence: 99%

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2020

JES

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The first year of life is an essential phase for all psychological areas in the child development. The key competences, vital for all development processes of the child, focus on the communication and the socio-emotional competencies, mostly because the infant is strongly dependent of adult care environment. The quality of the primary caregiving relationship can configure the cognitive, affective and social development of the child in the first year of life. This study is aiming to identify the objective and psychological factors related to the development of early communication competences of the child in the first year of life and to identify the best predictors of these competencies, in order to conceptualize the best strategies to help the parents in their parental educational tasks and to prevent any delays in infant development. The study identifies a complex system of factors influencing the infant's communication skills, the prerequisites of communication being in relation both with the individual characteristics of the child in the first year of life, mainly the temperament and resilience, and with maternal and paternal factors, such as emotional maturity, patterns of primary attachment of the parents and the mother/father reflective functioning.

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Boys, Bullying, and Gender Roles: How Hegemonic Masculinity Shapes Bullying Behavior

Cited by 64 publications

References 47 publications

Emotional Intelligence as a Protective Factor against Victimization in School Bullying

Emotional Intelligence as a Protective Factor against Victimization in School Bullying

Sex Differences in Adolescent Bullying Behaviours

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