Game of Tokens: Low Cooperative Relationships as a Key Marker for Bully-Victims in Elementary School Classroom

Abstract

In the complex landscape of primary education, the nexus between cooperation and bullying is a subtle yet vital thread that weaves together the social dynamics of the classroom. Here, we probed this interplay, examining a diverse sample of 1,137 students dispersed across 47 public primary classrooms in Chile. Using a video-game interface to create a dyadic non-anonymous social dilemma, we charted the underlying cooperative network of each classroom. Complementing this, we collected data on bullying interactions, employing peer nominations and controlling for demographic and classroom context in a multilevel regression analysis. Our analysis unveils a robust negative correlation between the receipt of cooperation and the bully-victim category—students entangled in a dual role of both victim and perpetrator. Remarkably, this relationship persists even after stringent statistical controls, casting new light on the intricate relationships within the classroom ecosystem. Our findings thus extend beyond mere statistical observation to provide a fundamental understanding of the relationship between cooperation and bullying behavior, signposting a promising avenue for designing targeted interventions in primary education. By connecting the microcosm of the classroom with broader social phenomena, this study contributes to an evolving dialogue on human interaction and education, offering fresh insights to shape future educational policies and practices.