Bullying types and roles in early adolescence: Latent classes of perpetrators and victims

Coyle, Samantha; Cipra, Alli; Rueger, Sandra Yu

doi:10.1016/j.jsp.2021.09.003

Cited by 25 publications

(18 citation statements)

References 107 publications

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“…Students most frequently dealt with verbal aggression. This is consistent with the trend identified by other researchers (Coyle et al 2021;Twardowska--Staszek et al 2018). Our findings confirm the tendency for boys to experience direct aggression more often (Lundh et al 2014): both manifestations of physical aggression and humiliation.…”

Section: Discussionsupporting

confidence: 93%

“…Studies of peer aggression using LCA usually include experiences from the perspective of the victim and the perpetrator. For traditional and cyberaggression forms, four (Liu et al 2020), through five (Coyle et al 2021;Várnai et al 2022), to even six classes (Chung, Lee 2020) can be identified. The findings of the above-mentioned studies can be used to interpret the results of our research but should be treated with caution because our study only considered the experience of the victim of aggression, without the role of the perpetrator.…”

Section: Discussionmentioning

confidence: 99%

“…Studies consider experiences in the victim role only (Ashrafi et al 2020), but most commonly include information on experiencing and perpetrating aggression (Liu, Guo, Weissman, Liu 2020). The indicators that are used to distinguish classes include manifestations of socalled traditional forms of abuse (Chung, Lee 2020), but also include cyber aggression (Coyle, Cipra, Rueger 2021).…”

Section: The Use Of Latent Class Analysis In Research On Peer Aggressionmentioning

confidence: 99%

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The Experience of Peer Aggression as a Heterogeneous Phenomenon: A Latent Class Analysis

Frankowiak

Kotyśko

2022

SPI

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Peer aggression, when escalated and regular, has negative consequences for proper psychosocial development. The main aim of this study was to identify classes among middle school students according to similarity in terms of experiencing particular forms and manifestations of peer aggression. Data were collected using a proprietary questionnaire, from which 10 questions forming indicators of experienced aggression (five forms, two manifestations each) were used for analysis. A total of 1.050 middle school students (525 boys and girls each) aged 13 and 14 participated in the study. The students most often experienced verbal and relational aggression, and least often sexual aggression. Boys were more likely to report experiencing physical and verbal aggression (being insulted), while girls reported being the target of gossip and cyber aggression (offensive comments). Using Latent Class Analysis, we analyzed a model with six classes as follows: Low all, High verbal and relational, High physical and verbal, High all without sexual, High all and High sexual, cyber and relational. The results show that the phenomenon of peer aggression is not homogeneous and that the design of preventive measures should take into account the specificity of the experiences of its victims.

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Section: Discussionsupporting

confidence: 93%

Section: Discussionmentioning

confidence: 99%

Section: The Use Of Latent Class Analysis In Research On Peer Aggressionmentioning

confidence: 99%

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The Experience of Peer Aggression as a Heterogeneous Phenomenon: A Latent Class Analysis

Frankowiak

Kotyśko

2022

SPI

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“…On the other hand, Rodríguez-Hidalgo et al ( 2018) and Martínez et al (2020) mention that the lack of social skills in intercultural contexts promotes hostile xenophobic behaviors (Peled, 2019), which enhances the intimidation of minority groups and their consequent defensive response as cyberaggressors (Alsawalqa, 2021). Being a cybervictim increases the risk of becoming a cyberbully (Quintana-Orts and Rey, 2018), as has been shown in various investigations (Baldry et al, 2015;Kim and Faith, 2019;Zych and Llorent, 2021), where they are often called cyberaggressors/cybervictim (Lee et al, 2018;Coyle et al, 2021).…”

Section: Introductionmentioning

confidence: 98%

Correlational study on cyberbullying and social abilities in intercultural teenagers

2022

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This article analyzes the relationship between cyberbullying profile by racist reasons and social abilities in a group of intercultural teenagers living in Spain (N = 1478). The study includes participants aged between 12 and 16 years old (M = 13.99; SD = 1.352). Of these, 738 were male (49.9%) and 740 were female (50.1%). A correlational study was carried out using online tools with suitable psychometrics parameters (content-construct validity and reliability). The first one was a scale that measured social abilities, and the second one evaluated racist or xenophobic cyberbullying, differentiating the victim and aggressor profiles. The results indicated five main findings: (1) generally, the participants analyzed present all their social abilities; (2) for the most part, these participants do not normally experience cyberbullying; (3) a positive correlation exists between the majority of social abilities analyzed and the cybervictim profile. It was also observed a negative correlation between the social ability associated with the ability of making requests and this profile; (4) there is a positive correlation among the six social abilities analyzed and the cyberaggressor profile; (5) the racist or xenophobic cyberbullying are driven not only by the absence of social abilities, but in some cases, they are also driven by socio-demographic variables (i.e., age and gender). Likewise, this work shows how the absence of some social abilities in some participants involve racist or xenophobic experiences as victims and as aggressors, which may be of interest for the analysis of teenagers’ behavior in intercultural contexts, as well as according to age and gender. More transcultural research need to be carried out to know the global perspective of the link between social abilities and the different profiles of racist and xenophobic cyberbullying, framed in the context of social psychology and studies of mass communication.

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“…The emergence of bullying has a negative impact on the overall school environment, manifested as an increase in students' anxiety, depression, stress and insecurity [6]. School bullying can cause severe psychological adjustment problems for victims [7], and intrinsic disorders such as low self-confidence, social anxiety, and depression are associated with victims' beliefs that school is not a safe place [8]. Therefore, this study suggests that adolescents who suffer from school bullying will show more depressive tendencies.…”

Section: Introductionmentioning

confidence: 99%

The Relationship between School Bullying and Depressive Tendencies among Adolescents: A Moderated Mediation Model

2022

JSSH

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Objective: To investigate the relationship between school bullying and depressive tendencies among adolescents, and to explore whether resilience plays a mediating role between adolescent school bullying and depressive tendencies, and whether this process is moderated by emotional intelligence. Methods: A random sampling method was used to take 570 adolescents as subjects. The school bullying scale, the resilience scale, the depression tendency scale and the emotional intelligence scale were used to conduct a questionnaire survey, and SPSS software was used to analyze and process the data. Results: (1) Adolescent school bullying significantly and positively predicted depressive tendency; (2) Psychological resilience played a mediating role in this process; (3) Emotional intelligence moderated the relationship between school bullying and resilience. The higher the level, the weaker the negative relationship between school bullying and resilience; (4) Emotional intelligence moderated the mediating effect of resilience between school bullying and depression in adolescents. Conclusion: It is necessary to pay attention to the phenomenon of school bullying among adolescents to prevent them from developing depressive tendencies.

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Bullying types and roles in early adolescence: Latent classes of perpetrators and victims

Cited by 25 publications

References 107 publications

The Experience of Peer Aggression as a Heterogeneous Phenomenon: A Latent Class Analysis

The Experience of Peer Aggression as a Heterogeneous Phenomenon: A Latent Class Analysis

Correlational study on cyberbullying and social abilities in intercultural teenagers

The Relationship between School Bullying and Depressive Tendencies among Adolescents: A Moderated Mediation Model

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