Differences in perceived popularity and social preference between bullying roles and class norms

Romera, Eva M.; Bravo, Ana; Ortega-Ruíz, Rosario; Veenstra, René

doi:10.1371/journal.pone.0223499

Cited by 19 publications

(10 citation statements)

References 41 publications

(67 reference statements)

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“…The same applies to the place where abuse occurs since the results of this study point to the classroom (53.8%), where the teacher is usually present, while other authors state that the playground is the most common place for bullying [55]. All this highlights the imperative need to train teachers in early detection of this phenomenon in order to avoid its unstoppable development [54,56].…”

Section: Discussionmentioning

confidence: 57%

Influence of Personality Traits and Its Interaction with the Phenomenon of Bullying: Multi-Centre Descriptive Study

Pabón-Carrasco

Ramirez-Baena

Jiménez-Picón

et al. 2019

IJERPH

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Bullying affects thousands of teenagers worldwide and has devastating consequences. Various studies suggest that the personality of teenagers is a risk profile for bullying. The aim of this study was to analyse the relationship between the personality of teenagers aged 14 to 16 years from three education centres located in the province of Seville (Spain) and bullying in any of its victim or aggressor roles. A multi-centre cross-sectional observational descriptive study was conducted in three education centres in the province of Seville (Spain). The sample consisted of 93 students. In order to measure the two main variables, the Bull-S test was used for bullying, and the EPQ-J questionnaire was used for personality traits. A descriptive and correlation analysis was performed between variables. The results showed that 14% (n = 13) of the sample were detected as victims and another 14% (n = 13) were detected as aggressors. Statistically significant differences were found between neuroticism (p = 0.044; Phi = 0.615), sincerity (p = 0.016; V de Cramer = 0.474), and anti-social behaviour (p = 0.007; Phi = 0.620) with the variables victim/aggressor. Bullies are typically males who score high on neuroticism and anti-social behaviour, with a tendency towards social dissimulation.

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Section: Discussionmentioning

confidence: 57%

Influence of Personality Traits and Its Interaction with the Phenomenon of Bullying: Multi-Centre Descriptive Study

Pabón-Carrasco

Ramirez-Baena

Jiménez-Picón

et al. 2019

IJERPH

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“…The study sample included 500 early adolescents (290 female and 210 male) with ages between 12 and 14 years ( M age = 12.36, SD = 0.77 years), and 500 middle adolescents (260 female and 240 male), with ages between 15 and 17 years ( M age = 16.64, SD = 0.89 years), who were selected by simple probabilistic sampling ( p = 0.5, q = 95%). As usual in urban public schools in Mexico, this population includes middle and lower class students [ 99 ].…”

Section: Methodsmentioning

confidence: 99%

The Effects of Forgiveness, Gratitude, and Self-Control on Reactive and Proactive Aggression in Bullying

García-Vázquez

Cuervo

Parra-Pérez

2020

IJERPH

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The social cognitive approach to moral development posits that moral self-schemas encourage character strengths and reduce adolescents’ aggression. However, limited research has examined the influence of positive personal characteristics on proactive behaviors and reactive aggression in bullying. This study examined direct and mediational relationships between forgiveness, gratitude, self-control, and both proactive and reactive aggression in bullying. The extent to which the structural relations of this model were invariant by gender and stage of adolescence were also evaluated. Participants in this study were 1000 Mexican students, 500 early adolescents (M age = 12.36, SD = 0.77 years) and 500 middle adolescents (M age = 16.64, SD = 0.89 years), between 12 and 17 years old. Structural equation and multi-group invariance analysis were performed. Results indicate that gratitude and forgiveness are positively related to self-control. Gratitude, forgiveness, and self-control are also negatively related to reactive and proactive aggression. Forgiveness and gratitude had an indirect relationship by decreasing both proactive and reactive aggression through their positive effects on self-control. Additionally, gender moderated the relationships between variables proposed in the model, whereas stage of adolescence did not. Overall findings suggest that moral self-schemas and strengths explained both types of aggression in bullying.

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“…Indeed, studies have found that those who have a stronger social support network and high-quality friendships have lower emotional and behavioural problems than children without [53,54]. While some studies reported that young people who bully were considered popular by their peers [55][56][57], this may not reflect positive and supportive relationships that are needed to reduce the risk of mental health problems. The longitudinal association with depression expands upon previous literature showing that behavioural problems in early childhood predict emotional problems in mid-childhood [8,23,49,58], with one meta-analysis showing that childhood bullying specifically contributes to later depression [59].…”

Section: Discussionmentioning

confidence: 99%

Bullying behaviours and other conduct problems: longitudinal investigation of their independent associations with risk factors and later outcomes

Ganesan

Shakoor

Wertz

et al. 2021

Soc Psychiatry Psychiatr Epidemiol

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Purpose Bullying behaviours and other conduct problems often co-occur. However, we do not yet know whether bullying behaviours are associated with early factors and later poor outcomes independently of conduct problems. While there are differing, specific interventions for bullying behaviours and for conduct problems, it is unclear if such specificity is justified given parallels between both behaviours. Methods We used prospective data from the Environmental Risk (E-Risk) Longitudinal Twin Study, a nationally representative sample of 2232 children. Mothers and teachers reported on children’s bullying behaviours and conduct problems at ages 7 and 10. We collected measures of risk factors, including temperament and family factors, when children were age 5. We assessed behavioural, emotional, educational and social problems when participants reached the ages of 12 and 18. Results Bullying behaviours and conduct problems co-occurred in childhood. Our findings indicated that bullying behaviours and other conduct problems were independently associated with the same risk factors. Furthermore, they were associated with the same poor outcomes at both ages 12 and 18. Despite this, bullying behaviours were uniquely associated with behavioural, emotional, educational and social problems at age 18. Conclusions Our findings suggest that anti-bullying programmes and interventions aimed at reducing conduct problems could benefit from greater integration. Furthermore, our study highlights the mental health problems children who bully may face in later years and the need to consider those in intervention plans.

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Differences in perceived popularity and social preference between bullying roles and class norms

Cited by 19 publications

References 41 publications

Influence of Personality Traits and Its Interaction with the Phenomenon of Bullying: Multi-Centre Descriptive Study

Influence of Personality Traits and Its Interaction with the Phenomenon of Bullying: Multi-Centre Descriptive Study

The Effects of Forgiveness, Gratitude, and Self-Control on Reactive and Proactive Aggression in Bullying

Bullying behaviours and other conduct problems: longitudinal investigation of their independent associations with risk factors and later outcomes

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