Examination of the Change in Latent Statuses in Bullying Behaviors Across Time
Examination of the Change in Latent Statuses in Bullying Behaviors Across Time
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DOI：
10.1037/spq0000082
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发表时间：
2015-03-01
影响因子：
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通讯作者：
Swearer, Susan M.
中科院分区：
文献类型：
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作者：
Ryoo, Ji Hoon;Wang, Cixin;Swearer, Susan M.
参与欺凌和受害的研究大多是使用一个时间点的横断面数据。因此，我们对欺凌和受害的大部分理解并没有捕捉到随着时间的推移，年轻人的动态经历。为了研究欺凌和受害的潜在状态的变化，我们应用潜在转变分析对1,180名五至九年级学生在3个时间点上自我报告的欺凌卷入进行了研究。我们确定了未被观察到的异质亚组（即潜在状态），并调查了学生如何随时间在未被观察到的亚组之间过渡。在受害行为中，有4种潜在状态：频繁受害（11.23%）、偶尔传统受害（28.86%）、偶尔网络和传统受害（10.34%）和不经常受害（49.57%）。霸凌行为有3种潜在状态：频繁施暴者（5.12%）、偶尔言语/关系施暴者（26.04%）和不频繁施暴者（68.84%）。研究了过渡的特征。性别、年级和第一语言对跨状态转换的多组效应也进行了研究。不常受害组和不常施暴者组最稳定，而常受害组和常施暴者组最不稳定。这些发现表明，随着时间的推移，犯罪行为和受害行为的不稳定性以及显著的变化，特别是在学校过渡时期。研究结果表明，以学校为基础的干预措施需要解决青少年施暴者和受害者经历的异质性。
Involvement in bullying and victimization has been mostly studied using cross-sectional data from 1 time point. As such, much of our understanding of bullying and victimization has not captured the dynamic experiences of youth over time. To examine the change of latent statuses in bullying and victimization, we applied latent transition analysis examining self-reported bullying involvement from 1,180 students in 5th through 9th grades across 3 time points. We identified unobserved heterogeneous subgroups (i.e., latent statuses) and investigated how students transition between the unobserved subgroups over time. For victimization, 4 latent statuses were identified: frequent victim (11.23%), occasional traditional victim (28.86%), occasional cyber and traditional victim (10.34%), and infrequent victim (49.57%). For bullying behavior, 3 latent statuses were identified: frequent perpetrator (5.12%), occasional verbal/relational perpetrator (26.04%), and infrequent perpetrator (68.84%). The characteristics of the transitions were examined. The multiple-group effects of gender, grade, and first language learned on transitions across statuses were also investigated. The infrequent victim and infrequent perpetrator groups were the most stable, and the frequent victim and frequent perpetrator groups were the least stable. These findings suggest instability in perpetration and victimization over time, as well as significant changes, especially during school transition years. Findings suggest that school-based interventions need to address the heterogeneity in perpetrator and victim experiences in adolescence.