Pojdi na slovensko stran članka / Go to the article page in Slovene
Students' psychosocial characteristics as predictors of different forms of victimization and bullying
Katja Košir, Tina Pivec, Lucia Klasinc, Tanja Špes & Marina Horvat
Full text (pdf) | Views: 430 | Written in Slovene. | Published: December 16, 2018
https://doi.org/10.20419/2018.27.494 | Cited By: CrossRef (2)
Abstract: Students’ psychosocial characteristics are conceptualized as one of the crucial aspects that contribute to the bullying dynamics. The aim of the study was to examine perceived peer and teacher support, social self-concept, friendships and perceived popularity as predictors of physical, verbal and relational victimization and bullying and the possible moderator role of gender in these relationships. In addition, the incremental predictive role of perceived teachers’ support with regard to measures of peer relations for different forms of victimization and bullying was examined. 1905 students (49.9% boys) from 22 elementary schools participated in the study. Self-report as well as peer nomination measures were used to assess victimization and bullying. Students’ psychosocial characteristics were operationalized as either self-report measures or as peer nomination measures (friendship, popularity). The results indicated similar predictors for different forms of victimization as well as bullying. Perceived peer support and social self-concept predicted all three forms of victimization. Students’ age, peer perceived popularity, and perceived teachers’ support were significant predictors for all three forms of bullying. Students’ gender was found to moderate the relationship between perceived teacher support and verbal victimization as well as physical and verbal bullying; perceived teacher support represents a protective factor against verbal victimization only for girls and against verbal and physical bullying behavior only for boys. Boys that perceive less peer support and have lower social self-concept report higher levels of physical victimization; girls that are perceived as more popular by their peers report higher levels of verbal victimization.
Keywords: victimization, bullying, peer relations, teacher–student relations, self-concept
Cite:
Košir, K., Pivec, T., Klasinc, L., Špes, T., & Horvat, M. (2018). Psihosocialne značilnosti učencev kot napovedniki različnih oblik medvrstniške viktimizacije in nasilnega vedenja [Students' psychosocial characteristics as predictors of different forms of victimization and bullying]. Psihološka obzorja, 27, 171–186. https://doi.org/10.20419/2018.27.494
Reference list
Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Newbury Park, CA, ZDA: Sage Publications.
Boulton, M., Trueman, M., Chau, C., Whitehand, C., & Amatya, K. (1999). Concurrent and longitudinal links between friendship and peer victimization: Implications for befriending interventions. Journal of Adolescence, 22, 461–466. CrossRef
Bouman, T., van der Meulen, M., Goossens, F. A., Olthof, T., Vermande, M. M., & Aleva, E. A. (2012). Peer and self-reports of victimization and bullying: Their differential association with internalizing problems and social adjustment. Journal of School Psychology, 50(6), 759–774. CrossRef
Bradshaw, C. P., Sawyer, A. L., & O'Brennan, L. M. (2009). A social disorganization perspective on bullying-related attitudes and behaviors: The influence of school context. American Journal of Community Psychology, 43, 204–220. CrossRef
Card, N. A., Stucky, B. D., Sawalani, G. M., & Little, T. D. (2008). Direct and indirect aggression during childhood and adolescence: A metaanalytic review of intercorrelations, gender differences, and relations to maladjustment. Child Development, 79, 1185–1229. CrossRef
Cassidy, T. (2009). Bullying and victimisation in school children: The role of social identity, problem-solving style, and family and school context. Social Psychology of Education, 12, 63–76. CrossRef
Cillessen, A. H. N., & Rose, A. J. (2005). Understanding popularity in the peer system. Current Directions in Psychological Science, 14(2), 102–105. CrossRef
Cook, C., Williams, K. R., Guerra, N. G., Kim, T., & Sadek, S. (2010). Predictors of bullying and victimization in childhood and adolescence: A meta-analytic investigation. School Psychology Quarterly, 25, 65–83. CrossRef
Crick, N. R., & Grotpeter, J. K. (1995). Relational aggression, gender, and social-psychological adjustment. Child Development, 66, 710–722. CrossRef
De Bruyn, E. H., Cillessen, A. H. N., & Wissink, I. B. (2010). Associations of peer acceptance and perceived popularity with bullying and victimization in early adolescence. Journal of Early Adolescence, 30, 543–566. CrossRef
Demaray, M. K., & Malecki, C. K. (2003). Perceptions of the frequency and importance of social support by students classified as victims, bullies, and bully/victims in an urban middle school. School Psychology Review, 32(3), 471–489.
Di Stasio, M. R., Savage, R., & Burgos, G. (2016). Social comparison, competition and teacher-student relationships in junior high school classrooms predicts bullying and victimization. Journal of Adolescence, 53, 207–216. CrossRef
Guérin, F., Marsh, H. W., & Famose, J. P. (2003). Construct validation of the Self-Description Questionnaire II with a French sample. European Journal of Psychological Assessment, 19, 142–150. CrossRef
Hodges, E. V. E., Boivin, M., Vitaro, F., & Bukowski, W. (1999). The power of friendship: Protection against an escalating cycle of peer victimization. Developmental Psychology, 35, 94–101. CrossRef
Hox, J. (2010). Multilevel analysis: Techniques and applications. Mahwah, NJ, ZDA: Lawrence Erlbaum. CrossRef
Johnson, D.W., Johnson, R., & Anderson, D. (1983). Social interdependence and classroom climate. Journal of Psychology, 114, 135–142. CrossRef
Karlsson, E., Stickley, A., Lindblad, F., Schwab-Stone, M., & Ruchkin, V. (2014). Risk and protective factors for peer victimization: A 1-year follow-up study of urban American students. European Child & Adolescent Psychiatry, 23(9), 773–781. CrossRef
Kärnä, A., Voeten, M., Little, T. D., Poskiparta, E., Kaljonen, A., & Salmivalli, C. (2011). A large-scale evaluation of the KiVa antibullying program: Grades 4–6. Child Development, 82, 311–330. CrossRef
Khoury-Kassabri, M., Benbenishty, R., Astor, R. A., & Zeira, A. (2004). The contributions of community, family, and school variables to student victimization. American Journal of Community Psychology, 34, 187–204. CrossRef
Kochenderfer-Ladd, B., & Pelletier, M. E. (2008). Teachers' views and beliefs about bullying: Influences on classroom management strategies and students' coping with peer victimization. Journal of School Psychology, 46, 431–453. CrossRef
Košir, K., Horvat, M., Aram, U., & Jurinec, N. (2016). Is being gifted always an advantage? Peer relations and self-concept of gifted students. High Ability Studies, 27, 129–148. CrossRef
Košir, K., Klasinc, L, Pivec, T., Špes, T., Cankar, G., & Horvat, M. Predictors of self-reported and peer-reported victimization and bullying behavior, & early adolescents. The role of school, classroom and individual factors. Oddano v publikacijo.
Košir, K., & Pečjak, S. (2007). Dejavniki, ki se povezujejo s socialno sprejetostjo v različnih obdobjih šolanja. Psihološka obzorja, 16, 49–73.
Košir, K., & Tement, S. (2014). Teacher-student relationship and academic achievement: A cross-lagged longitudinal study on three different age groups. European Journal of Psychology of Education, 29, 409–428. CrossRef
LaFontana, K. M., & Cillessen, A. H. N. (1999). Children's interpersonal perceptions as a function of sociometric and peer percieved popularity. The Journal of Genetic Psychology, 160, 225–241. CrossRef
Lennings, C. J., & Lawer, J. R. (1992). Self-concept: A study of Marsh's self description questionnaire (SDQ-2). Social Behavior and Personality, 20, 243–246. CrossRef
Ma, X. (2002). Bullying in middle school: Individual and school characteristics of victims and offenders, school effectiveness and school improvement. An International Journal of Research, Policy and Practice, 13, 63–89.
Marsh, H. W. (1992). Self Description Questionnaire (SDQ) II: A theoretical and empirical basis for the measurement of multiple dimensions of adolescent self-concept: An interim test manual and a research monograph. Novi Južni Wales, Avstralija: University of Western Sydney, Faculty of Education.
Marsh, H. W., Nagengast, B., Morin, A. J., Parada, R. H., Craven, R. G., & Hamilton, L. R. (2011). Construct validity of the multidimensional structure of bullying and victimization: An application of exploratory structural equation modeling. Journal of Educational Psychology, 103(3), 701–732. CrossRef
Menesini, E., & Salmivalli, C. (2017). Bullying in schools: The state of knowledge and effective interventions. Psychology, Health & Medicine, 22, 240–253. CrossRef
Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, J. W., Simons-Morton, B., & Scheidt, P. (2001). Bullying behaviors among US youth: Prevalence and association with psychosocial adjustment. Journal of the American Medical Association, 285, 2094–2100. CrossRef
Nocentini, A., Menesini, E., & Salmivalli, C. (2013). Level and change of bullying behavior during high school: A multilevel growth curve analysis. Journal of Adolescence, 36, 495–505. CrossRef
Olthof, T., Goossens, F. A., Vermande, M. M., Aleva, E. A., & van der Maulen, M. (2011). Bullying as strategic behavior: Relations with desired and acquired dominance in the peer group. Journal of School Psychology, 49, 339–359. CrossRef
Olweus, D. (1993). Bullying at school: What we know and what we can do. Malden, MA: Blackwell.
O'Moore, M., & Kirkham, C. (2001). Self-esteem and its relationship to bullying behaviour. Aggressive Behavior, 27(4), 269–283. CrossRef
Orpinas, P., & Horne, A. M. (2006). Bullying prevention: Creating a positive school climate and developing social competence. Washington, DC, ZDA: American Psychological Association.
Parada, R. (2000). Adolescent Peer Relations Instrument: A theoretical and empirical basis for the measurement of participant roles in bullying and victimisation of adolescence: An interim test manual and a research monograph: A test manual. Penright South, DC, Autstralia: Publication Unit, Self-concept Enhancement and Learning Facilitation (SELF) Research Centre, University of Western Sydney.
Perry, D. G., Kusel, S. J., & Perry, L. C. (1988). Victims of peer aggression. Developmental Psychology, 24(6), 807–814. CrossRef
Peugh, J. L. (2010). A practical guide to multilevel modeling. Journal of School Psychology, 48(1), 85–112. CrossRef
Raudenbush, S.W., Bryk, A.S, & Congdon, R. (2011). HLM 7.00 for Windows [Computer software]. Lincolnwood, IL, ZDA: Scientific Software International.
R Core Team (2018). R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria. URL: https://www.R-project.org/
Rosseel, I. (2012). lavaan: an R package for structural equation modelling and more. Journal of Statistical Software, 48, 1–36. CrossRef
Saarento, S., Boulton, A. J., & Salmivalli, C. (2015). Reducing bullying and victimization: Student- and classroom-level mechanisms of change. Journal of Abnormal Child Psychology, 43, 61–76. CrossRef
Saarento, S., Garandeau, C. F., & Salmivalli, C. (2015). Classroom- and school-level contributions to bullying and victimization: A review. Journal of Community & Applied Social Psychology, 25, 204–218. CrossRef
Saarento, S., Kärnä, A., Hodges, E. V., & Salmivalli, C. (2013). Student-, classroom-, and school-level risk factors for victimization. Journal of School Psychology, 51, 421–434. CrossRef
Sainio, M., Veenstra, R., Huitsing, G., & Salmivalli, C. (2011). Victims and their defenders: A dyadic approach. International Journal of Behavioral Development, 35, 144–151. CrossRef
Salmivalli, C. (2014). Participant roles in bullying: How can peer bystanders be utilized in interventions? Theory Into Practice, 53(4), 286–292. CrossRef
Salmivalli, C., Huttunen, A., & Lagerspetz, K. (1997). Peer networks and bullying in schools. Scandinavian Journal of Psychology, 38, 305–312. CrossRef
Salmivalli, C., & Kaukiainen, A. (2004). »Female aggression« revisited: Variable-and-person-centered approaches to studying gender differences in direct and indirect aggression. Aggressive Behavior, 30, 158–163. CrossRef
Salmivalli, C., Lagerspetz, K., Björkqvist, K., Österman, K., & Kaukiainen, A. (1996). Bullying as a group process: Participant roles and their relations to social status within the group. Aggressive Behavior, 22(1), 1–15. CrossRef
Salmivalli, C., & Peets, K. (2011). Bullies, victims, and bully-victim relationships in middle childhood and early adolescence. V K. H. Rubin, W. M. Bukowski in B. Laursen (ur.), Handbook of peer interactions, relationships, and groups (str. 322–340). New York, NY, ZDA: Guilford Press.
Salmivalli, C., Voeten, M., & Poskiparta, E. (2011). Bystanders matter: Associations between reinforcing, defending, and the frequency of bullying behavior in classrooms. Journal of Clinical Child & Adolescent Psychology, 40, 668–676. CrossRef
Sanders, C. E., & Phye. G. D. (ur.) (2004). Bullying: Implications for the classroom. San Diego: Elsavier Academic Press.
Vaillancourt, T., Hymel, S., & McDougall, P. (2003). Bullying is power: Implications for school-based intervention strategies. Journal of Applied Social Psychology, 19, 157–176. CrossRef
Veenstra, R., Lindenberg, S., Oldehinkel, A. J., De Winter, A. F., Verhulst, F. C., & Ormel, J. (2005). Bullying and victimization in elementary schools: A comparison of bullies, victims, bully/victims, and uninvolved preadolescents. Developmental Psychology, 41, 672–682. CrossRef
Cited By via CrossRef (2)
Zaznane značilnosti delovnega mesta in čustveno delo kot dejavniki delovne zavzetosti učiteljev
Katja Košir, Sara Tement, Marina Horvat
Psihološka obzorja / Horizons of Psychology, 2020
https://doi.org/10.20419/2020.29.518
Psychosocial characteristics of bullying participants: A person-oriented approach combining self- and peer-report measures
Tina Pivec, Marina Horvat, Katja Košir
Children and Youth Services Review, 2023
https://doi.org/10.1016/j.childyouth.2022.106720
