A1 Journal article – refereed
A Longitudinal Multilevel Study of Individual Characteristics and Classroom Norms in Explaining Bullying Behaviors




List of Authors: Sentse M, Veenstra R, Kiuru N, Salmivalli C
Publisher: Springer New York LLC
Publication year: 2015
Journal: Journal of Abnormal Child Psychology
Journal name in source: JOURNAL OF ABNORMAL CHILD PSYCHOLOGY
Journal acronym: J ABNORM CHILD PSYCH
Volume number: 43
Issue number: 5
Number of pages: 13
ISSN: 0091-0627

Abstract


This three-wave longitudinal study was set out to examine the interplay between individual characteristics (social standing in the classroom) and descriptive and injunctive classroom norms (behavior and attitudes, respectively) in explaining subsequent bullying behavior, defined as initiating, assisting, or reinforcing bullying. The target sample contained fourth- to sixth-grade students (n = 2,051) who attended the control schools in the Finnish evaluation of the KiVa antibullying program. Random slope multilevel analyses revealed that, over time, higher popularity or rejection, or lower acceptance were associated with increases in bullying behaviors, especially in classrooms with a high descriptive bullying norm. In contrast, the injunctive norm did not moderate the associations between social standing and engagement in bullying, except for children high on popularity. Theoretical and practical implications of the results are discussed.




Internal Authors/Editors

Last updated on 2019-29-01 at 17:36