This study aimed to identify subgroups based on student’s verbal, social, and physical bullying and victimization behaviors using latent class analysis (LCA). The dataset used in this research ...consists of 3581 8th graders as participants from the 2014 5th annual survey of Seoul Education Longitudinal Study (SELS) in Korea. Broadly speaking, our analysis identified six subgroups: 31.9% of uninvolved, 7.1% of victims, 10.1% of bullies, 37.8% of bully-victims who showed high levels of verbal bullying victimization and perpetration (BV-V), 9.0% of bully-victims who showed high levels of verbal and social bullying victimization and perpetration (BV-VS), and, 4.1% of bully-victims who showed high levels of verbal, social, and physical bullying victimization and perpetration (BV-VSP). Our results indicate that the bully-victim group may not be homogeneous, but rather can be further identified and divided into three characteristic subgroups. Using the identified subgroups, more effective intervention could be made by clarifying the targeted group of students.
How alliances form and conflict ensues Dong, Lu; Huang, Lingbo; Lien, Jaimie W. ...
Games and economic behavior,
July 2024, 2024-07-00, Volume:
146
Journal Article
Peer reviewed
In a social network in which friendly and rival bilateral links can be formed, how do alliances between decision-makers form, and what determines whether a conflict will arise? We study a network ...formation game between ex-ante symmetric players in the laboratory to examine the dynamics of alliance formation and conflict evolution. A peaceful equilibrium yields the greatest social welfare, while a successful bullying attack transfers the victimized player's resources evenly to the attackers at a cost. In within-subject and between-subject laboratory experiments, we find that the relative frequency of peaceful and bullying outcomes increases in the cost of attack. We further examine the dynamics leading to the final network and find that groups tend to coordinate quickly on a first target for attack, while the first attacker entails a non-negligible risk of successful counter-attack. These findings provide insights for understanding social dynamics in group coordination.
Abstract Objective The aim of this study is to compare suicidality, internalizing problems and externalizing problems among adolescent victims, bullies and bully-victims. Method This study examined ...bullying involvement among a subset of the baseline sample of the Climate and Preventure study, a trial of a comprehensive substance use prevention intervention for adolescents in 2012. The sample included 1588 Year 7–9 students in New South Wales and Victoria, Australia. Results Victims, bullies and bully-victims had more problems than uninvolved students. Students with internalizing problems were more likely to be a victim than a bully. Some externalizing problems (alcohol and tobacco use) were associated with increased odds of being a bully, but not others (cannabis use and conduct/hyperactivity symptoms). Suicidal ideation, internalizing problems and some externalizing problems increased the odds of being a bully-victim compared to being a bully or a victim. Conclusion Early intervention for adolescents frequently involved in bullying may reduce the onset of substance use and other mental disorders. It would be advisable for bullying interventions to include a focus on substance use and mental health problems. A reduction in these chronic and detrimental problems among adolescents could potentially lead to a concomitant reduction in bullying involvement.
The purpose of the current study was to examine the frequency of cyber bullying among youth by distinguishing among the three categories of involvement in cyber bullying: victims, bullies, and ...bully–victims, to compare these to a fourth category of students who are not involved in the three categories of cyber bullying and to explore the factors that contribute to involvement in cyber bullying.
This study utilized a large and diverse sample of 2186 middle and high school students, who completed self report questionnaires during class time. We performed a Multinomial Logistic Regression to examine the relationship between the cyber bullying categories and our independent variables (gender, age, technology use, parental involvement and safety).
Over 30% of the students in this study identified as involved in cyber bullying, as victims or perpetrators, and one in four of the students (25.7%) reported having been involved in cyber bullying as both bully and victim during the previous three months. Students who were involved in cyber bullying were more likely than others to report perpetration of violence toward peers, to use computers for more hours a day, and to give their password to friends. Other risk factors, such as gender, age and safety, were found to be specific only for one category of cyber bullying.
The findings revealed that students are highly involved in cyber bullying. Several unique characteristics emerged regarding the frequency and risk factors of students' involvement in cyber bullying. In traditional bullying the category of bully–victims represents the smallest and most vulnerable group of children, whereas in the current study the bully–victims category emerged as common. In addition, females were more likely than males to be bully–victims, in contrast to research on traditional bullying, in which more males than females are typically involved as bully–victims. In addition, several risk factors were common among the three groups of children, including the amount of hours per day students use the computer, and giving passwords to a friend. These results point to the need for further examination and to focus on the risk factors for students' cyber bullying involvement in each of the three categories.
► We compare cyber bullying: victims, bullies, bully–victims, no involvement. ► We explore the factors that contribute to involvement in cyber bullying. ► One quarter reported involvement as both bully and victim in previous three months. ► In traditional bullying bully–victims represent the smallest most vulnerable group. ► In the current study the bully–victims category emerged as more common.
Many studies have reported on gender differences in bully and victim rates, but with the majority of reports from a small number of countries. Here we report on such gender differences from five ...large cross-national data bases. We report on overall male:female (M:F) ratios, and variations in these by age (or grade), by survey time point, and by offline/online bullying. We also compare consistency of M:F ratios across countries, over the five surveys. The preponderance of male perpetrators of bullying is found consistently across surveys, and survey time point. It is also consistent by age, but HBSC data suggest a curvilinear trend in early adolescence. Males also tend to more frequently be victims of bullying, consistent across age and survey time point, but with variations by survey. There is some indication of a decrease in M:F ratio recently in mid-adolescence, possibly related to online bullying. At least relatively, females are more involved as victims of online than offline bullying. Comparing recent findings on M:F ratio across countries for the five surveys, correlations vary from high to near zero. Implications for the explanation of gender differences in different countries, the comparability of data from different surveys, and for gender-specific interventions, are discussed.
•Males are consistently more frequently perpetrators of bullying, but this male preponderance is reduced in early adolescence.•Males tend to more frequently be victims of bullying, but with variations by survey.•The male preponderance in being a victim of bullying may be decreasing recently in mid-adolescence.•At least relatively, females are more involved as victims of online than offline bullying.•Variations by country in male:female ratios of being a victim are considerable.
After sketching how my own interest and research into bullying problems began, I address a number of potentially controversial issues related to the definition and measurement of such problems. The ...importance of maintaining the distinctions between bullying victimization and general victimization and between bullying perpetration and general aggression is strongly emphasized. There are particular problems with the common method of peer nominations for purposes of prevalence estimation, comparisons of such estimates and mean levels across groups and time, and measurement of change. Two large-scale projects with time series data show that several recent claims about cyber bullying made in the media and by some researchers are greatly exaggerated and lack scientific support. Recent meta-analyses of the long-term outcomes for former bullies and victims provide convincing evidence that being involved in such problems is not just a harmless and passing school problem but something that has serious adjustment and public health consequences that also entail great costs to society. Another section presents my view of why the theme of bullying took quite some time to reach the peer relations research community in the United States and the role of a dominant research tradition focusing on "likeability" in this account. In a final section, I summarize some reasons why it may be considered important and interesting to focus both research and intervention on bully/victim problems.
The aim of this study is to examine the relationship between high school students' compassionate love levels and peer bullying behaviors. The sample of the research consists of a total of 560 high ...school students attending the 9th, 10th and 11th grades of Anatolian High School and Vocational and Technical Anatolian High School in Kağıthane district of Istanbul province in the 2020-2021 academic year. Personal Information Form, Compassionate Love Scale and Peer Bullying Scale Adolescent Form were used to collect data. In this research, the relational scanning model, one of the descriptive research types, was used. Pearson Product-Moment Correlation Coefficient was used to examine the relationship between Compassionate Love Scale Scores and Peer Bullying, Bully-Victim Subscale Scores and Total Scores, and Regression Analysis was used to test the effect of independent variables on the dependent variable. As a result of the research, it was determined that there was a weak, statistically significant negative relationship between high school students' compassionate love levels and being victims of peer bullying. The Regression Analysis of the Compassionate Love Scale scores with the peer bullying victim scale scores was found to be significant. Compassionate Love Scale scores explain 4% of the variance in peer bullying victim subscale scores.
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