Participant roles of bullying in adolescence: Status characteristics, social behavior, and assignment criteria

• DOI: 10.1002/ab.21614
• Publication Date: 2015-09-09T13:37:38Z
• Authors: J. Loes Pouwels; Tessa A. M. Lansu; Antonius H. N. Ci...
• Keywords: Male; Adolescent; 4. Education; 05 social sciences; Bullying; Friends; Hierarchy, Social; 16. Peace & justice; Social Development; Peer Group; 3. Good health; Aggression; 5. Gender equality; Adolescent Behavior; Humans; Female; Interpersonal Relations; 0501 psychology and cognitive sciences; 10. No inequality; Social Behavior; Crime Victims

This study had three goals. First, we examined the prevalence of participant roles bullying in middle adolescence and possible gender differences therein. Second, behavioral status characteristics associated with adolescence. Third, compared two sets criteria for assigning students to bullying. Participants were 1,638 adolescents (50.9% boys, M age = 16.38 years, SD =.80) who completed shortened role questionnaire peer nominations characteristics. Adolescents assigned according relative Salmivalli, Lagerspetz, Björkqvist, Österman, Kaukiainen (1996). Next, each divided subgroups based on an additional absolute criterion: Relative Only Criterion subgroup (nominated by less than 10% their classmates) Absolute & at least classmates). bullied or reinforced assisted bullies highly popular disliked scored high peer‐valued victimized held weakest social position group. defended victims liked prosocial, but average popularity Outsiders a socially weak group, disliked, aggressive, more prosocial victims. The behavior profiles extreme subgroup. Aggr. Behav. 42:239–253, 2016. © 2015 Wiley Periodicals, Inc.