The way bullying works: How new ties facilitate the mutual reinforcement of status and bullying in elementary schools

Ploeg, Rozemarijn van der; Steglich, Christian; Veenstra, René

doi:10.1016/j.socnet.2018.12.006

Cited by 63 publications

(54 citation statements)

References 70 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This characteristic refers to the strategic nature of bullying, as opposed to accidental behavior. Whereas the intention of bullying was previously described as wanting to harm another child (Olweus, ), recent insights based on evolutionary and sociological theory emphasize that bullying may be aimed at obtaining or maintaining social dominance (Olthof, Goossens, Vermande, Aleva, & Van der Meulen, ; Van Der Ploeg, Steglich, & Veenstra, ; Volk et al, ). This can involve retaliation for previous actions by victims that were aimed at the bullies or their friends (Frey, Pearson, & Cohen, ), but does not necessarily need to be reactive.…”

Section: Introductionmentioning

confidence: 99%

Refining victims’ self‐reports on bullying: Assessing frequency, intensity, power imbalance, and goal‐directedness

2020

Self Cite

View full text Add to dashboard Cite

Bullying can be differentiated from other types of peer aggression by four key characteristics: frequency, intensity, power imbalance, and goal‐directedness. Existing instruments, however, usually assess the presence of these characteristics implicitly. Can self‐report instruments be refined using additional questions that assess each characteristic? We examined (a) what proportion of children classified as victims by the commonly used Revised Olweus’ bully/victim questionnaire (BVQ) also experienced the characteristics of bullying, and (b) the extent to which the presence of the characteristics was associated with emotional (affect, school, and classroom well‐being), relational (friendship, defending), and social status (popularity, rejection) adjustment correlates among victims. Using data from 1,738 students (Mage = 10.6; grades 5–8), including 138 victims according to the BVQ, the results showed that 43.1% of the children who were classified as victims by BVQ experienced all the four characteristics of bullying. Frequency ratings of victimization did not capture experiences that involved a power imbalance. Victims who reported all four key characteristics had greater emotional, relational, and social status problems than victims who did not report all characteristics. Thus, researchers who focus on victimization for diagnostic and prevention purposes can enrich self‐report measurements of bullying victimization by adding questions that assess the characteristics explicitly.

show abstract

Section: Introductionmentioning

confidence: 99%

Refining victims’ self‐reports on bullying: Assessing frequency, intensity, power imbalance, and goal‐directedness

2020

Self Cite

View full text Add to dashboard Cite

show abstract

“…Thus, bullying behaviors could be learned and perpetuated in different circumstances. The victim becomes the perpetrator (Ploeg et al, 2020;Predescu, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…In terms of gender differences (Silva, Pereira, Mendonça, Nunes, & de Oliveira, 2013;Hellström, & Beckman, 2020), boys tend to engage more in physical aggressions (Rosen, & Nofziger, 2019;Ploeg, Steglich, & Veenstra, 2020;Card, Stucky, Sawalani & Little, 2008;Hay, 2007;Archer, 2004). Also, girls engage more in relational aggression (Eriksen, & Lyng, 2018;Crick & Grotpeter, 1995), while verbal aggression is used equally by girls and boys (Fares, Ramirez, Cabrera, Lozano, & Salas, 2011).…”

Section: Bullyingmentioning

confidence: 99%

Untitled

2020

JES

View full text Add to dashboard Cite

The first year of life is an essential phase for all psychological areas in the child development. The key competences, vital for all development processes of the child, focus on the communication and the socio-emotional competencies, mostly because the infant is strongly dependent of adult care environment. The quality of the primary caregiving relationship can configure the cognitive, affective and social development of the child in the first year of life. This study is aiming to identify the objective and psychological factors related to the development of early communication competences of the child in the first year of life and to identify the best predictors of these competencies, in order to conceptualize the best strategies to help the parents in their parental educational tasks and to prevent any delays in infant development. The study identifies a complex system of factors influencing the infant's communication skills, the prerequisites of communication being in relation both with the individual characteristics of the child in the first year of life, mainly the temperament and resilience, and with maternal and paternal factors, such as emotional maturity, patterns of primary attachment of the parents and the mother/father reflective functioning.

show abstract

“…Bullying is a behavior that affects all the subjects involved and manifests complex interdependencies leading to a negative impact on various dimensions of the individual. If it occurs in the school context, it influences the attitude of the actors in that context (Van der Ploeg, Steglich, & Veenstra, 2020). Bullying can occur in many ways, the most common being physical, verbal, material, relational, and cyberbullying.…”

Section: Introductionmentioning

confidence: 99%

Bullying’s Negative Effect on Academic Achievement

Gomes

Martins

Farinha

et al. 2020

IJEP

View full text Add to dashboard Cite

Bullying's a phenomenon that carries great harm for those involved (bully or victim alike) in which academic achievement is harmed as well. However, the strength of such impact is yet to be clarified, existing many possibilities to explore. Or in other words, many variables that can justify such connection - classroom behavior being one example.The goal of the present investigation is to study the impact that bullying (while mediated by the classroom behavior) has on the academic achievement.The sample consisted of 288 children (from 1st year to 4th year’s students); and their teachers (whom reported their classroom behavior). Results showed that the bullying situation itself, didn’t significantly explain the academic achievement of those involved. However, from classroom behavior it was found an indirect effect between bullying and academic achievement. Within classroom behavior, the main contributive dimensions were - victim related, the excessive motor activity; and bully related, oppositional behaviors, excessive motor activity and ADHD index.This results alert to the importance of the educational agents’ attention given to the existing behavior in their classrooms. Not only because of the disruption created in each classroom’s environment, but also as a possible sign of an involvement in the existing bullying dynamics.

show abstract

The way bullying works: How new ties facilitate the mutual reinforcement of status and bullying in elementary schools

Abstract: Highlights Younger children punished bullying by a refusal to attribute status to bullies. Older children reward bullying with peer status. High-status bullies seemed to avoid continual bullying of the same victims.

Cited by 63 publications

References 70 publications

Refining victims’ self‐reports on bullying: Assessing frequency, intensity, power imbalance, and goal‐directedness

Refining victims’ self‐reports on bullying: Assessing frequency, intensity, power imbalance, and goal‐directedness

Untitled

Bullying’s Negative Effect on Academic Achievement

Contact Info

Product

Resources

About