Social Status and Emotional Competence in Bullying: A Longitudinal Study of the Transition From Kindergarten to Primary School
Moving on to a higher level of schooling represents a crucial developmental challenge for children: studies have shown that transitioning to a new school context can increase the perceived importance of peer acceptance, popularity, and adaptation to the new social environment. The aim of this study...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-04-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.817245/full |
| _version_ | 1811302869467398144 |
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| author | Eleonora Farina Carmen Belacchi |
| author_facet | Eleonora Farina Carmen Belacchi |
| author_sort | Eleonora Farina |
| collection | DOAJ |
| description | Moving on to a higher level of schooling represents a crucial developmental challenge for children: studies have shown that transitioning to a new school context can increase the perceived importance of peer acceptance, popularity, and adaptation to the new social environment. The aim of this study was to investigate simultaneously the influence of interpersonal variables (social status indices) and personal variables (empathy and understanding of emotions) on role-taking in bullying episodes (hostile, prosocial, victim, and outsider roles) from a longitudinal perspective. These variables were assessed on 41 children in their last year of kindergarten (t1) and in their 1st year of primary school (t2). The main longitudinal results showed that prosocial behaviors are more stable than hostile, victim, and outsider behaviors. Moreover, social preference—together with affective empathy—at t1 had a clear negative predictive effect on hostile roles at t2, while social preference had a positive effect on prosocial roles at t2. Social impact at t1 negatively predicted being a victim at t2. On the other hand, social preference at t2 was negatively predicted only by the victim role at t1. Social impact at t1 had a significant and negative effect on being victimized at t2 while was negatively predicted at t2 by the outsider at t1. Our study—even if exploratory—seems to highlight the existence of a specific, differentiate effect of two distinct social status indices on the participant role-taking in bullying episodes in the transitional period from kindergarten to primary school. |
| first_indexed | 2024-04-13T07:37:06Z |
| format | Article |
| id | doaj.art-7d86d940101e4a24aa458f63e507d6e1 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-13T07:37:06Z |
| publishDate | 2022-04-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-7d86d940101e4a24aa458f63e507d6e12022-12-22T02:56:07ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-04-011310.3389/fpsyg.2022.817245817245Social Status and Emotional Competence in Bullying: A Longitudinal Study of the Transition From Kindergarten to Primary SchoolEleonora Farina0Carmen Belacchi1Department of Human Sciences for Education R. Massa, University of Milano-Bicocca, Milan, ItalyDepartment of Communication Sciences, Humanities and International Studies, University of Urbino Carlo Bo, Urbino, ItalyMoving on to a higher level of schooling represents a crucial developmental challenge for children: studies have shown that transitioning to a new school context can increase the perceived importance of peer acceptance, popularity, and adaptation to the new social environment. The aim of this study was to investigate simultaneously the influence of interpersonal variables (social status indices) and personal variables (empathy and understanding of emotions) on role-taking in bullying episodes (hostile, prosocial, victim, and outsider roles) from a longitudinal perspective. These variables were assessed on 41 children in their last year of kindergarten (t1) and in their 1st year of primary school (t2). The main longitudinal results showed that prosocial behaviors are more stable than hostile, victim, and outsider behaviors. Moreover, social preference—together with affective empathy—at t1 had a clear negative predictive effect on hostile roles at t2, while social preference had a positive effect on prosocial roles at t2. Social impact at t1 negatively predicted being a victim at t2. On the other hand, social preference at t2 was negatively predicted only by the victim role at t1. Social impact at t1 had a significant and negative effect on being victimized at t2 while was negatively predicted at t2 by the outsider at t1. Our study—even if exploratory—seems to highlight the existence of a specific, differentiate effect of two distinct social status indices on the participant role-taking in bullying episodes in the transitional period from kindergarten to primary school.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.817245/fullbullyingemotional competencesocial statuskindergartenprimary schoollongitudinal approach |
| spellingShingle | Eleonora Farina Carmen Belacchi Social Status and Emotional Competence in Bullying: A Longitudinal Study of the Transition From Kindergarten to Primary School Frontiers in Psychology bullying emotional competence social status kindergarten primary school longitudinal approach |
| title | Social Status and Emotional Competence in Bullying: A Longitudinal Study of the Transition From Kindergarten to Primary School |
| title_full | Social Status and Emotional Competence in Bullying: A Longitudinal Study of the Transition From Kindergarten to Primary School |
| title_fullStr | Social Status and Emotional Competence in Bullying: A Longitudinal Study of the Transition From Kindergarten to Primary School |
| title_full_unstemmed | Social Status and Emotional Competence in Bullying: A Longitudinal Study of the Transition From Kindergarten to Primary School |
| title_short | Social Status and Emotional Competence in Bullying: A Longitudinal Study of the Transition From Kindergarten to Primary School |
| title_sort | social status and emotional competence in bullying a longitudinal study of the transition from kindergarten to primary school |
| topic | bullying emotional competence social status kindergarten primary school longitudinal approach |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.817245/full |
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