Classroom Bullying Norms and Peer Status: Effects on Victim-Oriented and Bully-Oriented Defending

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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? Ausland; Mobbing; Victim; Opfer; Klassenklima; Unterrichtsklima; Normwert; Peer-Beziehungen; Prädiktor; Niederlande
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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01