A Social Network Approach to the Interplay Between Adolescents’ Bullying and Likeability over Time
A Social Network Approach to the Interplay Between Adolescents’ Bullying and Likeability over Time
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社交网络方法研究青少年欺凌和好感度之间随着时间的推移之间的相互作用
DOI：
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发表时间：
2014
影响因子：
4.9
通讯作者：
C. Salmivalli
中科院分区：
文献类型：
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作者：
Miranda Sentse;N. Kiuru;R. Veenstra;C. Salmivalli
在过去的十年里，我们对青少年欺负行为的认识迅速增加，人们普遍认为欺负是一个群体过程，因此，依赖于上下文。然而，直到最近，研究人员才有机会使用统计程序来适当地研究这些群体过程。本研究采用一年的纵向研究，从社会网络的角度探讨了青少年受欺负与受欢迎之间的相互作用。数据来自对芬兰KiVa反欺凌计划的评估，包括来自37所干预学校和30所对照学校的7-9年级学生（N = 9，183，第1波的M年龄= 13.96岁; 49.2%为男孩; M教室规模= 19.47）。此外，还控制了受欢迎程度、性别和结构网络效应。SIENA的纵向社会网络分析显示，总体而言，学生的欺凌水平越高，他们就越不受同龄人的喜欢。第二，学生喜欢欺负水平相似的同伴，这种选择相似性效应在低欺负水平下更强。这种选择效应在控制了感知受欢迎程度和性别的选择相似性后仍然存在。第三，当学生喜欢欺负行为高的同学时，他们可能会增加欺负行为，而当他们喜欢欺负行为低的同学时，他们可能会减少欺负行为。同样，这种影响力的影响后，控制的影响，感知受欢迎程度和性别的变化，欺凌行为。干预学校与对照学校在效果上无显著差异。根据其理论和方法的影响，结果进行了讨论。
Our knowledge on adolescents’ bullying behavior has rapidly increased over the past decade and it is widely recognized that bullying is a group process and, consequently, context-dependent. Only since recently, though, researchers have had access to statistical programs to study these group processes appropriately. The current 1-year longitudinal study examined the interplay between adolescents’ bullying and likeability from a social network perspective. Data came from the evaluation of the Finnish KiVa antibullying program, consisting of students in grades 7–9 (N = 9,183, M age at wave 1 = 13.96 years; 49.2 % boys; M classroom size = 19.47) from 37 intervention and 30 control schools. Perceived popularity, gender, and structural network effects were additionally controlled. Longitudinal social network analysis with SIENA revealed that, overall, the higher the students’ level of bullying, the less they were liked by their peers. Second, students liked peers with similar levels of bullying and this selection-similarity effect was stronger at low levels of bullying. This selection effect held after controlling for selection-similarity in perceived popularity and gender. Third, students were likely to increase in bullying when they liked peers high on bullying and to decrease in bullying when they liked peers low on bullying. Again, this influence effect held after controlling for the effects of perceived popularity and gender on changes in bullying behavior. No significant differences between control and intervention schools appeared in the effects. The results are discussed in light of their theoretical and methodological implications.