Peer Rejection as a Social Regulation Mechanism of Group Norms: The Case of Aggression Across Sex

Velásquez, Ana María; Drury, Kate-Mills; Saldarriaga, Lina María; Santo, Jonathan Bruce; Stella-Lopez, Luz; Bukowski, William M.

doi:10.18085/1549-9502-8.2.47

Cited by 3 publications

(12 citation statements)

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“…Consistent with the general misfit effect of aggression and extensive previous research, including in Colombia (Bass et al, 2016;Santo et al, 2017;Velasquez et al, 2010Velasquez et al, , 2016, evidence of social regulation of both physical aggression and relational aggression emerged. That is, those who engaged in either form of aggression were subsequently penalized via peer victimization.…”

Section: Discussionsupporting

confidence: 83%

“…Prior to analysis, peer nomination data were corrected for the size of the same-sex classroom (see Velasquez et al, 2016). Specifically, each subscale was regressed on same-sex classroom size, which explained approximately 1% of the variance in both relational aggression and physical aggression.…”

Section: Methodsmentioning

confidence: 99%

“…However, this function necessitates the existence of social regulation mechanisms to deter these behaviors (Bell & Cox, 2015;Horne, 2001;Kitts, 2006;Velasquez et al, 2016). Consistent with evidence that the primary motive of social behavior is to gain social acceptance and status (Adler & Adler, 1998), social regulation mechanisms in adolescence generally involve decrements to either acceptance or social status (Velasquez et al, 2016), as summarized by the misfit effect of the person-group similarity model: Individuals who violate social norms are at risk for social consequences such as social rejection, peer victimization, or loss of acceptance or popularity (Boivin et al, 1995). This effect has been wellestablished for violations of peer group norms of aggression in a range of peer group contexts (e.g., Bass et al, 2016;Boivin et al, 1995;Santo et al, 2017;Velasquez et al, 2010Velasquez et al, , 2016.…”

Section: The Effect Of the Proximity Of Social Norms On The Misfit Ef...mentioning

confidence: 99%

“…Although there are contexts in which positive sanctioning of aggressive behavior is evident, such that peer group norms promote or reward aggressive behavior, for example, when highly aggressive peer groups reinforce continued aggression (e.g., Kuppens et al, 2008;Thomas et al, 2006) or when popular adolescents use relational aggression to further their status (e.g., Cillessen & Rose, 2005;Juvonen et al, 2003;Rodkin et al, 2006), in early adolescent peer groups, aggressive behavior is often negatively sanctioned. Indeed, a diverse body of literature has supported that aggressive behavior is associated with peer victimization and rejection (e.g., Bass et al, 2016;Ostrov, 2010;Santo et al, 2017;Velasquez et al, 2010Velasquez et al, , 2016. Moreover, social regulation of aggressive behavior is seen across age groups and cultures (e.g., Bass et al, 2016;Ostrov & Godleski, 2013;Santo et al, 2017;Velasquez et al, 2016), demonstrating a relatively universal peer group dynamic.…”

Section: Social Norms and Mechanisms Of Social Regulationmentioning

confidence: 99%

“…Indeed, a diverse body of literature has supported that aggressive behavior is associated with peer victimization and rejection (e.g., Bass et al, 2016;Ostrov, 2010;Santo et al, 2017;Velasquez et al, 2010Velasquez et al, , 2016. Moreover, social regulation of aggressive behavior is seen across age groups and cultures (e.g., Bass et al, 2016;Ostrov & Godleski, 2013;Santo et al, 2017;Velasquez et al, 2016), demonstrating a relatively universal peer group dynamic. Although both physical aggression and relational aggression are subject to social sanctioning (e.g., Bass et al, 2016;Ostrov, 2010;Santo et al, 2017;Velasquez et al, 2010), some evidence suggests greater regulation of physical aggression (Santo et al, 2017) because it is often easier to observe and the potential for relational aggression to be used by socially skilled adolescents to enhance their status.…”

Section: Social Norms and Mechanisms Of Social Regulationmentioning

confidence: 99%

See 4 more Smart Citations

Unpacking the misfit effect: Exploring the influence of gender and social norms on the association between aggression and peer victimization

Bass

Saldarriaga²,

Velásquez

et al. 2021

International Journal of Behavioral Development

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Social norms are vital for the functioning of adolescent peer groups; they can protect the well-being of groups and individual members, often by deterring harmful behaviors, such as aggression, through enforcement mechanisms like peer victimization; in adolescent peer groups, those who violate aggression norms are often subject to victimization. However, adolescents are nested within several levels of peer group contexts, ranging from small proximal groups, to larger distal groups, and social norms operate within each. This study assessed whether there are differences in the enforcement of aggression norms at different levels. Self-report and peer-nomination data were collected four times over the course of a school year from 1,454 early adolescents ( M age = 10.27; 53.9% boys) from Bogota, Colombia. Multilevel modeling provided support for social regulation of both physical aggression and relational aggression via peer victimization, as a function of gender, grade-level, proximal (friend) or distal (class) injunctive norms of aggression (perceptions of group-level attitudes), and descriptive norms of aggression. Overall, violation of proximal norms appears to be more powerfully enforced by adolescent peer groups. The findings are framed within an ecological systems theory of adolescent peer relationships.

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Section: Discussionsupporting

confidence: 83%

Section: Methodsmentioning

confidence: 99%

Section: The Effect Of the Proximity Of Social Norms On The Misfit Ef...mentioning

confidence: 99%

Section: Social Norms and Mechanisms Of Social Regulationmentioning

confidence: 99%

Section: Social Norms and Mechanisms Of Social Regulationmentioning

confidence: 99%

See 3 more Smart Citations

Unpacking the misfit effect: Exploring the influence of gender and social norms on the association between aggression and peer victimization

Bass

Saldarriaga²,

Velásquez

et al. 2021

International Journal of Behavioral Development

Self Cite

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When we go to ask for help, they don't understand how to help us: Understanding how youth with childhood histories of conduct problems link sexuality and gender to school‐based service use

Chilliak,

Martin‐Storey,

Déry

et al. 2024

Psychology in the Schools

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Gender and, to a lesser extent, sexual identity, are relevant factors in understanding variance in the prevalence, consequences, and treatment of conduct problems. The current study uses thematic analysis to explore how youth with early‐onset conduct problems and extensive histories of school‐based service use perceive gender and sexuality as impacting their service use experiences. Qualitative analysis of interviews with 41 youth (17–21 years old; 53.7% women) yielded themes pertaining to gender, sexual identity, and discrimination in service use contexts. Identified themes included homophobia in service use and adjacent school contexts, stereotypes around masculinity and femininity as conditioning peer and school staff's behavior, and salience of sexuality across developmental stages and historical timeframes. Results suggest that increased school staff training and school‐based interventions be implemented to support gender and sexual diversity, both within services for conduct problems and more broadly in school contexts. In particular, the current findings highlight homophobia as a factor limiting boys' access to mental health services.

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Are victims of bullying primarily social outcasts? Person‐group dissimilarities in relational, socio‐behavioral, and physical characteristics as predictors of victimization

2022

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Existing literature has mostly explained the occurrence of bullying victimization by individual socioemotional maladjustment. Instead, this study tested the person‐group dissimilarity model (Wright et al., Journal of Personality and Social Psychology, 50: 523–536, 1986) by examining whether individuals’ deviation from developmentally important (relational, socio‐behavioral, and physical) descriptive classroom norms predicted victimization. Adolescents (N = 1267, k = 56 classrooms; Mage = 13.2; 48.7% boys; 83.4% Dutch) provided self‐reported and peer‐nomination data throughout one school year (three timepoints). Results from group actor–partner interdependence models indicated that more person‐group dissimilarity in relational characteristics (fewer friendships; incidence rate ratios [IRR]T2 = 0.28, IRRT3 = 0.16, fewer social media connections; IRRT3 = 0.13) and, particularly, lower disruptive behaviors (IRRT2 = 0.35, IRRT3 = 0.26) predicted victimization throughout the school year.

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Peer Rejection as a Social Regulation Mechanism of Group Norms: The Case of Aggression Across Sex

Cited by 3 publications

References 0 publications

Unpacking the misfit effect: Exploring the influence of gender and social norms on the association between aggression and peer victimization

Unpacking the misfit effect: Exploring the influence of gender and social norms on the association between aggression and peer victimization

When we go to ask for help, they don't understand how to help us: Understanding how youth with childhood histories of conduct problems link sexuality and gender to school‐based service use

Are victims of bullying primarily social outcasts? Person‐group dissimilarities in relational, socio‐behavioral, and physical characteristics as predictors of victimization

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