Bullying and Victimization Trajectories in the First Years of Secondary Education: Implications for Status and Affection.
Bullying and Victimization Trajectories in the First Years of Secondary Education: Implications for Status and Affection.
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DOI：
10.1007/s10964-020-01385-w
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发表时间：
2021-10
影响因子：
4.9
通讯作者：
Huitsing G
中科院分区：
文献类型：
--
作者：
de Vries E;Kaufman TML;Veenstra R;Laninga-Wijnen L;Huitsing G
众所周知，欺凌行为与社会地位有关，但目前还不清楚欺凌行为随着时间的推移与社会地位（地位和感情）有何关系，尤其是在新学校的第一年。本研究的目的是调查欺凌和受害（的发展）是否与中学教育第一年（六波）中的地位（感知受欢迎度）和感情（友谊、接受、拒绝）的获得有关。在 SNARE 研究中，使用涵盖 824 名青少年（51.5% 女孩；Mage T1 = 12.54，SD = 0.45）的中学一年级和二年级的纵向数据，使用并行潜在阶级增长分析 (LCGA) 来估计联合欺凌和受害轨迹。通过多组分析，研究社会地位的斜率和截距（T1和T6）的差异，这四种轨迹（欺凌减少、高欺凌稳定、受害者减少、不参与）与青少年的社会地位相关，并表明不同联合轨迹的相对社会地位在中学教育开始时就确定了，并且不会随着时间的推移而改变，但有一个例外：持续欺凌的青少年除了受到欢迎之外，随着时间的推移也越来越被拒绝。尽管欺凌是一种功能性行为，有助于优化青少年的社会地位，但反欺凌干预措施可能会导致人们越来越缺乏感情，从而阻碍欺凌者的长期社会发展。
Bullying is known to be associated with social status, but it remains unclear how bullying involvement over time relates to social position (status and affection), especially in the first years at a new school. The aim of this study was to investigate whether (the development of) bullying and victimization was related to the attainment of status (perceived popularity) and affection (friendships, acceptance, rejection) in the first years of secondary education (six waves). Using longitudinal data spanning the first- and second year of secondary education of 824 adolescents (51.5% girls; Mage T1 = 12.54, SD = 0.45) in the SNARE-study, joint bullying and victimization trajectories were estimated using parallel Latent Class Growth Analysis (LCGA). The four trajectories (decreasing bully, stable high bully, decreasing victim, uninvolved) were related to adolescents’ social position using multigroup analysis that examined differences in slope and intercepts (T1 and T6) of social positions, and indicated that the relative social position of the different joint trajectories was determined at the start of secondary education and did not change over time, with one exception: adolescents continuing bullying were besides being popular also increasingly rejected over time. Although bullying is functional behavior that serves to optimize adolescents’ social position, anti-bullying interventions may account for the increasing lack of affection that may hinder bullies’ long-term social development.
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影响因子：
4.6
作者：
Pouwels, J. Loes;Salmivalli, Christina;Cillessen, Antonius H. N.
通讯作者：
Cillessen, Antonius H. N.
影响因子：
3.6
作者：
Ellis, Bruce J.;Volk, Anthony A.;Embry, Dennis D.
通讯作者：
Embry, Dennis D.
影响因子：
2.9
作者：
Eslea, M;Menesini, E;Smith, PK
通讯作者：
Smith, PK
影响因子：
3.5
作者：
Kaufman, Tessa M. L.;Kretschmer, Tina;Veenstra, Rene
通讯作者：
Veenstra, Rene
影响因子：
3.2
作者：
Salmivalli, Christina
通讯作者：
Salmivalli, Christina