La necesidad de aceptación por los iguales como motivo subyacente del comportamiento agresivo y el acoso a los demás entre los jóvenes inmigrantes que viven en Austria y Noruega

Strohmeier, Dagmar; Fandrem, Hildegunn; Spiel, Christiane

doi:10.6018/analesps.28.3.155991

Cited by 6 publications

(1 citation statement)

References 60 publications

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“…Bullying can be used strategically for friendship positioning; girls (but not boys) bullied others to get more friends or "because they want to have their friends for themselves" (Thornberg, 2010, p. 316). Children may bully to fit in or belong with their peers, or to avoid rejection (Baas et al, 2013;Strohmeier, Fandrem, & Spiel, 2012;Thornberg & Knutsen, 2011). Peer relationships are particularly important in adolescence (Cillessen, 2011), which could lead to bullying if bullying is seen as a way to gain peer acceptance.…”

Section: Belongingmentioning

confidence: 99%

Why Do Bullies Bully?

Sanders¹,

Malamut²,

Cillessen³

2021

The Wiley Blackwell Handbook of Bullying

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Although bullying has a long history of research, the question of why exactly people bully has received relatively little attention until recently. A closer view on motives provides a better understanding of the needs individuals try to fulfill and the goals they try to achieve by bullying. To understand why people bully, the better question to ask is "what do bullies want?" Slowly, more attention is being paid to motives in bullying research. This chapter reviews research on bullying motives (and related concepts such as needs and goals) and explains the value of taking these into account in anti-bullying interventions.Motives are commonly defined as the "why" of behavior (McAdams, 2002). Someone who is motivated will be moved to do something (Ryan & Deci, 2000. People have different types of motivation (Ryan & Deci, 2000), for instance a motive for status or belonging. Goals are a reflection of these motives (Volk, Dane, & Marini, 2014). Distinct, but related, to motives are the terms needs and drives. We will not focus on the differences between definitions but rather on the question that all these terms help to answer: why do bullies bully?Motives can shed light on the purpose of bullying behavior. For example, consider a high school student who wants to belong to a group. If it appears (consciously or unconsciously) to her that the goal of being part of a group can be reached by bullying, she might be inclined toward bullying behavior. Bullying can be considered goaloriented behavior; in this case, the purpose is being accepted by peers. Other researchers have argued that bullying should be seen as goal-directed behavior (e.g., Volk et al., 2014). As Volk, Veenstra, and Espelage (2017) suggest, using a goal-oriented focus to study bullying allows researchers to better understand why youths are motivated to bully, as well as to identify potential alternative approaches in which adolescents can achieve their desired goal.Bullying has often been viewed as a deficiency of social-cognitive skills, such as a lack of empathy, poor interpersonal skills, or difficulties with theory of mind. However, this

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Section: Belongingmentioning

confidence: 99%

Why Do Bullies Bully?

Sanders¹,

Malamut²,

Cillessen³

2021

The Wiley Blackwell Handbook of Bullying

View full text Add to dashboard Cite

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The need to belong as motive for (cyber)bullying and aggressive behavior among immigrant adolescents in Cyprus

Solomontos-Kountouri

Strohmeier

2021

New Drctns Chld & Adlscnt

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Peer group integration is a crucial acculturative goal for immigrant adolescents who, in order to reach this goal, may use bullying and/or aggressive behavior. The present study aims to explore the underlying aggression motives by investigating the importance of three motives (anger, power, and affiliation) for five different forms of aggressive behavior (bullying, cyberbullying, physical, verbal, and relational aggression) in three groups of adolescents (non‐immigrants, first‐generation and second‐generation immigrants) in Cyprus. The sample consists of 507 non‐immigrant Greek Cypriots, 149 first‐generation and 93 second‐generation immigrants (age M = 16.1, SD = 0.39; range 15–19; 52% female). Data was collected via validated self‐report scales. In line with our hypotheses, latent means and covariances structure (MACS) models revealed that the affiliation motive was a stronger predictor for all five forms of aggressive behavior among first‐generation immigrant adolescents indicating that the need to belong is especially important for their acculturation. The practical importance of these findings for better integrating newcomer immigrants in schools and aggression prevention are discussed.

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Is There a Paradox of Adaptation in Immigrant Children and Youth Across Europe? A Literature Review

Dimitrova

Özdemir

Farcas

et al. 2017

Cross-Cultural Advancements in Positive Psychology

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This review examines how well children of immigrants in Europe are doing in terms of educational, psychological, and behavioral outcomes. Based on theory and research in developmental, social and acculturation psychology fields, we explore the immigrant paradox (e.g., first-generation immigrant children show better adaptation in comparison to their native and second-generation counterparts) and migration morbidity (e.g., immigrants display less favorable outcomes than natives) in 102 studies conducted in 14 European countries. We conclude that theoretical assumptions of developmental (e.g., promoting context in families, schools, neighborhoods), social (e.g., intercultural behaviors and attitudes, lack of discrimination) and acculturation psychology (e.g., cultural maintenance and adoption, biculturalism) are powerful constituents for optimal adaptation of immigrant children and youth. Taken together, these constituents should guide policies and programs targeting optimal outcomes for R

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La necesidad de aceptación por los iguales como motivo subyacente del comportamiento agresivo y el acoso a los demás entre los jóvenes inmigrantes que viven en Austria y Noruega

Cited by 6 publications

References 60 publications

Why Do Bullies Bully?

Why Do Bullies Bully?

The need to belong as motive for (cyber)bullying and aggressive behavior among immigrant adolescents in Cyprus

Is There a Paradox of Adaptation in Immigrant Children and Youth Across Europe? A Literature Review

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