Aggressive and Defensive Behaviour, Normative, and Social Adjustment in the Complex Dynamics of School Bullying
Bullying is a group phenomenon in which schoolchildren take on different roles. Although certain contextual elements play a key role in its evolution, very few longitudinal studies have been carried out to date which investigate how these factors interact. This study aims to explore the different cl...
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| Format: | Article |
| Language: | English |
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Colegio Oficial de Psicólogos de Madrid
2023-08-01
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| Series: | Psychosocial Intervention |
| Subjects: | |
| Online Access: |
https://journals.copmadrid.org/pi/art/pi2023a11
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| _version_ | 1827875060596080640 |
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| author | Manuel Carmona-Rojas Rosario Ortega-Ruiz Eva Romera Ana Bravo |
| author_facet | Manuel Carmona-Rojas Rosario Ortega-Ruiz Eva Romera Ana Bravo |
| author_sort | Manuel Carmona-Rojas |
| collection | DOAJ |
| description | Bullying is a group phenomenon in which schoolchildren take on different roles. Although certain contextual elements play a key role in its evolution, very few longitudinal studies have been carried out to date which investigate how these factors interact. This study aims to explore the different class groupings as regards bullying norms and to examine the effect of the type of norm, social, and normative adjustment and pro-sociality, also of the interaction of group norms with involvement in aggression and victim defence in bullying situations. A total of 3,358 secondary school students (50.71% girls, Mage = 13 years, SD = 1.34) participated in the study. Four groups of norms towards bullying were identified: anti-bullying, anti-bullying but not actively defending, indifference, and pro-bullying. Univariate linear regression models showed that normative adjustment and the type of norms had a direct inverse effect on both types of behaviour, while pro-sociality only had an effect on defence. In groups with pro-bullying norms, a greater effect of normative adjustment was observed for involvement in defence and aggression, and pro-social skills were associated with aggression. These results suggest the need to work on moral, social and emotional elements to improve school climate in schools. |
| first_indexed | 2024-03-12T17:01:29Z |
| format | Article |
| id | doaj.art-0c1d471e3dc846cba8db7b08e9acabb0 |
| institution | Directory Open Access Journal |
| issn | 1132-0559 2173-4712 |
| language | English |
| last_indexed | 2024-03-12T17:01:29Z |
| publishDate | 2023-08-01 |
| publisher | Colegio Oficial de Psicólogos de Madrid |
| record_format | Article |
| series | Psychosocial Intervention |
| spelling | doaj.art-0c1d471e3dc846cba8db7b08e9acabb02023-08-07T11:43:31ZengColegio Oficial de Psicólogos de MadridPsychosocial Intervention1132-05592173-47122023-08-0132316517510.5093/pi2023a1111320559Aggressive and Defensive Behaviour, Normative, and Social Adjustment in the Complex Dynamics of School BullyingManuel Carmona-Rojas0Rosario Ortega-Ruiz1Eva Romera2Ana Bravo3Universidad de Córdoba, Spain, Universidad de Córdoba, SpainUniversidad de Córdoba, Spain, Universidad de Córdoba, SpainUniversidad de Córdoba, Spain, Universidad de Córdoba, SpainUniversidad de Córdoba, Spain, Universidad de Córdoba, SpainBullying is a group phenomenon in which schoolchildren take on different roles. Although certain contextual elements play a key role in its evolution, very few longitudinal studies have been carried out to date which investigate how these factors interact. This study aims to explore the different class groupings as regards bullying norms and to examine the effect of the type of norm, social, and normative adjustment and pro-sociality, also of the interaction of group norms with involvement in aggression and victim defence in bullying situations. A total of 3,358 secondary school students (50.71% girls, Mage = 13 years, SD = 1.34) participated in the study. Four groups of norms towards bullying were identified: anti-bullying, anti-bullying but not actively defending, indifference, and pro-bullying. Univariate linear regression models showed that normative adjustment and the type of norms had a direct inverse effect on both types of behaviour, while pro-sociality only had an effect on defence. In groups with pro-bullying norms, a greater effect of normative adjustment was observed for involvement in defence and aggression, and pro-social skills were associated with aggression. These results suggest the need to work on moral, social and emotional elements to improve school climate in schools. https://journals.copmadrid.org/pi/art/pi2023a11 bullyinglatent class analysissocial adjustmentnormative adjustmentpro-sociality |
| spellingShingle | Manuel Carmona-Rojas Rosario Ortega-Ruiz Eva Romera Ana Bravo Aggressive and Defensive Behaviour, Normative, and Social Adjustment in the Complex Dynamics of School Bullying Psychosocial Intervention bullying latent class analysis social adjustment normative adjustment pro-sociality |
| title | Aggressive and Defensive Behaviour, Normative, and Social Adjustment in the Complex Dynamics of School Bullying |
| title_full | Aggressive and Defensive Behaviour, Normative, and Social Adjustment in the Complex Dynamics of School Bullying |
| title_fullStr | Aggressive and Defensive Behaviour, Normative, and Social Adjustment in the Complex Dynamics of School Bullying |
| title_full_unstemmed | Aggressive and Defensive Behaviour, Normative, and Social Adjustment in the Complex Dynamics of School Bullying |
| title_short | Aggressive and Defensive Behaviour, Normative, and Social Adjustment in the Complex Dynamics of School Bullying |
| title_sort | aggressive and defensive behaviour normative and social adjustment in the complex dynamics of school bullying |
| topic | bullying latent class analysis social adjustment normative adjustment pro-sociality |
| url |
https://journals.copmadrid.org/pi/art/pi2023a11
|
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