Literaturnachweis - Detailanzeige
Autor/inn/en | Garandeau, Claire F.; Vermande, Marjolijn M.; Reijntjes, Albert H. A.; Aarts, Emmeke |
---|---|
Titel | Classroom Bullying Norms and Peer Status: Effects on Victim-Oriented and Bully-Oriented Defending |
Quelle | In: International Journal of Behavioral Development, 46 (2022) 5, S.401-410 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Garandeau, Claire F.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0165-0254 |
DOI | 10.1177/0165025419894722 |
Schlagwörter | Foreign Countries; Bullying; Victims; Classroom Environment; Norms; Peer Acceptance; Peer Relationship; Intervention; Prosocial Behavior; Predictor Variables; Netherlands |
Abstract | Defending a victimized peer is a socially risky behavior that may require high peer status and may depend on how popular or disliked bullies are in the classroom (i.e., within-classroom correlations between bullying and status). Past research has investigated defending as a unidimensional construct, though it can involve confronting the bully (bully-oriented defending) or supporting the victim (victim-oriented defending). This study used multilevel modeling to examine the effects of individual peer status, gender, and bullying as well as two indicators of classroom norms--the bullying-popularity norm and the bullying-rejection norm--on both types of defending. Our sample included 1,460 Dutch adolescents (50% girls; M[subscript age] 11 years) from 59 classrooms in 50 schools. Likability and popularity were positively associated with both types of defending. Being female and lower in bullying was associated with victim-oriented defending, whereas being male and higher in bullying was associated with bully-oriented defending. In classrooms where bullies were more rejected, both types of defending were more prevalent, and the positive associations of likability and popularity with victim-oriented defending were stronger. The positive effect of the bullying-rejection norm on victim-oriented defending was stronger for girls. Moreover, the effect of popularity on bully-oriented defending was stronger in classrooms where bullies were less popular. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |