Gijs Huitsing
Biographic Data
| ID | 635709 |
|---|---|
| NAME | Gijs Huitsing |
| GIVEN NAMES | Gijs |
| FAMILY NAME | Huitsing |
| SIGNATURE | HUITSING G |
| AFFILIATIONS | University of Groningen |
| ORCID | 0000-0001-7826-4178 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 141 |
| WORKS AS AUTHOR | 18 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 6 |
Students’ School and Psychological Adjustment in Classrooms with Positive and Negative Leaders
Positive and negative leadership styles may influence classroom norms and be related to the school and psychological adjustment of children in general, and victims in particular. This study tested the relation between leadership styles and children’s adjustment, and the moderating effects of leadership on the association between self-reported victimization and school and psychological adjustment (self-esteem, social anxiety, and depressive sympto…
Positive and Negative Leadership in Late Childhood
Previous research has shown that leadership is associated not only with positive but also with negative characteristics and behaviors; knowledge of the similarities and differences between positive and negative leaders remains insufficient. This study aimed to examine (1) the existence of different subtypes of leaders and (2) to what extent these leaders differed on individual and interpersonal characteristics. The sample contained 9213 students …
How dislike and bullying co‐develop
This study investigates the network mechanisms underlying the co‐development of two types of negative relationships: dislike relationships, and victim‐bully relationships among children. Longitudinal data on school‐level networks of 15 Dutch primary schools ( N = 2175; M age (T1) = 10; 51% male) were analyzed with stochastic actor‐oriented models. Evidence was found for mutual reinforcement between dislike and bullying/victimization. Disliked chi…
Gelijke kansen voor leerlingen met lager opgeleide ouders bij de overgang naar het voortgezet onderwijs
Do students with low-educated parents have similar educational opportunities as students without low-educated parents during the transition to secondary education? Study 1 matched 62 students with low-educated parents to students with the same math score in grade 7. Despite this matching procedure, similar teachers’ advice for secondary education, and scores on the Central Examination, students with low-educated parents started at lower education…
Crossing ethnic boundaries? A social network investigation of defending relationships in schools
Prosocial peer relationships, such as defending against victimization, are beneficial for integration. Using the concept of multiple categorization, this study considers the extent to which similarity in gender, being in the same classroom, and similarity in network position regarding bullying or victimization contributes to the formation of cross-ethnic defending relationships among children. Longitudinal social network models were applied to co…
Bullying and Victimization Trajectories in the First Years of Secondary Education
Bullying is known to be associated with social status, but it remains unclear how bullying involvement over time relates to social position (status and affection), especially in the first years at a new school. The aim of this study was to investigate whether (the development of) bullying and victimization was related to the attainment of status (perceived popularity) and affection (friendships, acceptance, rejection) in the first years of second…
Refining victims’ self‐reports on bullying
Bullying can be differentiated from other types of peer aggression by four key characteristics: frequency, intensity, power imbalance, and goal‐directedness. Existing instruments, however, usually assess the presence of these characteristics implicitly. Can self‐report instruments be refined using additional questions that assess each characteristic? We examined (a) what proportion of children classified as victims by the commonly used Revised Ol…
Being Friends with or Rejected by Classmates
Whereas previous research suggests that adolescents’ aggressive behavior in itself does not highlight ethnic boundaries, it remains unclear whether classmates’ responses to same- and cross-ethnic aggression strengthen ethnic boundaries. This study examined how adolescents’ aggression toward same- and cross-ethnic peers relates to the positive (friendship) and negative (rejection) relationship nominations they receive from same- and cross-ethnic c…
Multidimensional similarity in multiplex networks
Similar peers are more likely to become friends, but it remains unclear how the combination of multiple characteristics, known as multidimensional similarity, influences friendships. This study aimed to investigate whether similarity in gender (attribute) and bullying or victimization (network position) contributes to friendships. The school-level networks of friendships and victim-bully relationships in 17 Dutch elementary schools (2,130 student…
Self, peer, and teacher reports of victim‐aggressor networks in kindergartens
This study investigated if and how children and teachers differ in their assessment of victim-aggressor relationships in kindergartens. Self-, peer, and teacher reports of victimization-aggression networks (who is victimized by whom) were investigated in 25 Swiss kindergartens with 402 5- to 7-years-old. It was examined whether child characteristics (sex and parent-reported internalizing and externalizing behavior) influence informant reports of …
Who victimizes whom and who defends whom? A multivariate social network analysis of victimization, aggression, and defending in early childhood
The aim of this research was to investigate the interplay between victim-aggressor relationships and defending relationships in early childhood to test the proposition that young aggressors are less selective than older children in their choice of vulnerable targets. Cross-sectional multivariate statistical social network analyses (Exponential Random Graph Models) for a sample of 177 preschoolers from seven classes, 5- to 7-years-old, revealed th…
Behind bullying and defending
Relatively little is known about bullying and defending behaviors of children in early elementary school. However, this period is crucial for children's development as at this age they start to participate in a stable peer group, and difficulties in social interactions can be detected early by professionals. An interactive animated web‐based computer program was used in this study to assess peer relationships among young children. The computerize…
“It must be me” or “It could be them?”
Bullying in Classrooms
The aim of this research was to investigate if and how the group process of bullying can be examined using a social network perspective. In two studies, bullying was investigated using a social network version of the participant‐role questionnaire. Study 1 explored the social network structure of one classroom in detail. The findings provide evidence that ingroup and outgroup effects are important in explaining the group process of bullying, and …
Same‐ and Other‐Sex Victimization
Risk factors for same‐ and other‐sex victimization were examined in a longitudinal data set involving 9‐ to 14‐year‐old students. The findings regarding same‐sex victimization supported the view that bullies select personally and interpersonally vulnerable targets in order to maximize their gains in status while minimizing loss of affection within their same‐sex peer group. Although low self‐esteem was a joint predictor of same‐ and other‐sex vic…
Univariate and multivariate models of positive and negative networks
Victims and their defenders
This study focused on the dyadic defending relationships of victimized children in grades 3, 4, and 5 (N = 7481 children from 356 school classes, mean ages 10—12 years). Most of the victims (72.3%) had at least one defender. Being defended was positively related to victims’ adjustment and social status. Analyses on victim—defender dyads showed that they were usually same-gender relationships. Victims usually liked their defenders and perceived th…
Friday on My Mind
The relation between partying and antisocial behavior was investigated using a sample of Dutch early adolescents (T2: N=1,076; M age=13.52). Antisocial behavior was divided into rule-breaking and aggressive behavior. Using a goal-framing approach, it was argued that the relation of partying to antisocial behavior depends on the way the need to belong is realized. Girls, in early adolescence often physically more mature than boys, are likely to se…
Univariate and multivariate models of positive and negative networks
Bullying in Classrooms
The aim of this research was to investigate if and how the group process of bullying can be examined using a social network perspective. In two studies, bullying was investigated using a social network version of the participant‐role questionnaire. Study 1 explored the social network structure of one classroom in detail. The findings provide evidence that ingroup and outgroup effects are important in explaining the group process of bullying, and …
Bullying and Victimization Trajectories in the First Years of Secondary Education
Bullying is known to be associated with social status, but it remains unclear how bullying involvement over time relates to social position (status and affection), especially in the first years at a new school. The aim of this study was to investigate whether (the development of) bullying and victimization was related to the attainment of status (perceived popularity) and affection (friendships, acceptance, rejection) in the first years of second…
Who victimizes whom and who defends whom? A multivariate social network analysis of victimization, aggression, and defending in early childhood
The aim of this research was to investigate the interplay between victim-aggressor relationships and defending relationships in early childhood to test the proposition that young aggressors are less selective than older children in their choice of vulnerable targets. Cross-sectional multivariate statistical social network analyses (Exponential Random Graph Models) for a sample of 177 preschoolers from seven classes, 5- to 7-years-old, revealed th…
Multidimensional similarity in multiplex networks
Similar peers are more likely to become friends, but it remains unclear how the combination of multiple characteristics, known as multidimensional similarity, influences friendships. This study aimed to investigate whether similarity in gender (attribute) and bullying or victimization (network position) contributes to friendships. The school-level networks of friendships and victim-bully relationships in 17 Dutch elementary schools (2,130 student…
Behind bullying and defending
Relatively little is known about bullying and defending behaviors of children in early elementary school. However, this period is crucial for children's development as at this age they start to participate in a stable peer group, and difficulties in social interactions can be detected early by professionals. An interactive animated web‐based computer program was used in this study to assess peer relationships among young children. The computerize…
Positive and Negative Leadership in Late Childhood
Previous research has shown that leadership is associated not only with positive but also with negative characteristics and behaviors; knowledge of the similarities and differences between positive and negative leaders remains insufficient. This study aimed to examine (1) the existence of different subtypes of leaders and (2) to what extent these leaders differed on individual and interpersonal characteristics. The sample contained 9213 students …
Same‐ and Other‐Sex Victimization
Risk factors for same‐ and other‐sex victimization were examined in a longitudinal data set involving 9‐ to 14‐year‐old students. The findings regarding same‐sex victimization supported the view that bullies select personally and interpersonally vulnerable targets in order to maximize their gains in status while minimizing loss of affection within their same‐sex peer group. Although low self‐esteem was a joint predictor of same‐ and other‐sex vic…
How dislike and bullying co‐develop
This study investigates the network mechanisms underlying the co‐development of two types of negative relationships: dislike relationships, and victim‐bully relationships among children. Longitudinal data on school‐level networks of 15 Dutch primary schools ( N = 2175; M age (T1) = 10; 51% male) were analyzed with stochastic actor‐oriented models. Evidence was found for mutual reinforcement between dislike and bullying/victimization. Disliked chi…
Crossing ethnic boundaries? A social network investigation of defending relationships in schools
Prosocial peer relationships, such as defending against victimization, are beneficial for integration. Using the concept of multiple categorization, this study considers the extent to which similarity in gender, being in the same classroom, and similarity in network position regarding bullying or victimization contributes to the formation of cross-ethnic defending relationships among children. Longitudinal social network models were applied to co…
Refining victims’ self‐reports on bullying
Bullying can be differentiated from other types of peer aggression by four key characteristics: frequency, intensity, power imbalance, and goal‐directedness. Existing instruments, however, usually assess the presence of these characteristics implicitly. Can self‐report instruments be refined using additional questions that assess each characteristic? We examined (a) what proportion of children classified as victims by the commonly used Revised Ol…
Friday on My Mind
The relation between partying and antisocial behavior was investigated using a sample of Dutch early adolescents (T2: N=1,076; M age=13.52). Antisocial behavior was divided into rule-breaking and aggressive behavior. Using a goal-framing approach, it was argued that the relation of partying to antisocial behavior depends on the way the need to belong is realized. Girls, in early adolescence often physically more mature than boys, are likely to se…
Students’ School and Psychological Adjustment in Classrooms with Positive and Negative Leaders
Positive and negative leadership styles may influence classroom norms and be related to the school and psychological adjustment of children in general, and victims in particular. This study tested the relation between leadership styles and children’s adjustment, and the moderating effects of leadership on the association between self-reported victimization and school and psychological adjustment (self-esteem, social anxiety, and depressive sympto…
Being Friends with or Rejected by Classmates
Whereas previous research suggests that adolescents’ aggressive behavior in itself does not highlight ethnic boundaries, it remains unclear whether classmates’ responses to same- and cross-ethnic aggression strengthen ethnic boundaries. This study examined how adolescents’ aggression toward same- and cross-ethnic peers relates to the positive (friendship) and negative (rejection) relationship nominations they receive from same- and cross-ethnic c…
Self, peer, and teacher reports of victim‐aggressor networks in kindergartens
This study investigated if and how children and teachers differ in their assessment of victim-aggressor relationships in kindergartens. Self-, peer, and teacher reports of victimization-aggression networks (who is victimized by whom) were investigated in 25 Swiss kindergartens with 402 5- to 7-years-old. It was examined whether child characteristics (sex and parent-reported internalizing and externalizing behavior) influence informant reports of …
Friday on My Mind
The relation between partying and antisocial behavior was investigated using a sample of Dutch early adolescents (T2: N=1,076; M age=13.52). Antisocial behavior was divided into rule-breaking and aggressive behavior. Using a goal-framing approach, it was argued that the relation of partying to antisocial behavior depends on the way the need to belong is realized. Girls, in early adolescence often physically more mature than boys, are likely to se…
Victims and their defenders
This study focused on the dyadic defending relationships of victimized children in grades 3, 4, and 5 (N = 7481 children from 356 school classes, mean ages 10—12 years). Most of the victims (72.3%) had at least one defender. Being defended was positively related to victims’ adjustment and social status. Analyses on victim—defender dyads showed that they were usually same-gender relationships. Victims usually liked their defenders and perceived th…
“It must be me” or “It could be them?”
Bullying in Classrooms
The aim of this research was to investigate if and how the group process of bullying can be examined using a social network perspective. In two studies, bullying was investigated using a social network version of the participant‐role questionnaire. Study 1 explored the social network structure of one classroom in detail. The findings provide evidence that ingroup and outgroup effects are important in explaining the group process of bullying, and …
Same‐ and Other‐Sex Victimization
Risk factors for same‐ and other‐sex victimization were examined in a longitudinal data set involving 9‐ to 14‐year‐old students. The findings regarding same‐sex victimization supported the view that bullies select personally and interpersonally vulnerable targets in order to maximize their gains in status while minimizing loss of affection within their same‐sex peer group. Although low self‐esteem was a joint predictor of same‐ and other‐sex vic…
Univariate and multivariate models of positive and negative networks
Behind bullying and defending
Relatively little is known about bullying and defending behaviors of children in early elementary school. However, this period is crucial for children's development as at this age they start to participate in a stable peer group, and difficulties in social interactions can be detected early by professionals. An interactive animated web‐based computer program was used in this study to assess peer relationships among young children. The computerize…
Who victimizes whom and who defends whom? A multivariate social network analysis of victimization, aggression, and defending in early childhood
The aim of this research was to investigate the interplay between victim-aggressor relationships and defending relationships in early childhood to test the proposition that young aggressors are less selective than older children in their choice of vulnerable targets. Cross-sectional multivariate statistical social network analyses (Exponential Random Graph Models) for a sample of 177 preschoolers from seven classes, 5- to 7-years-old, revealed th…
Self, peer, and teacher reports of victim‐aggressor networks in kindergartens
This study investigated if and how children and teachers differ in their assessment of victim-aggressor relationships in kindergartens. Self-, peer, and teacher reports of victimization-aggression networks (who is victimized by whom) were investigated in 25 Swiss kindergartens with 402 5- to 7-years-old. It was examined whether child characteristics (sex and parent-reported internalizing and externalizing behavior) influence informant reports of …
Refining victims’ self‐reports on bullying
Bullying can be differentiated from other types of peer aggression by four key characteristics: frequency, intensity, power imbalance, and goal‐directedness. Existing instruments, however, usually assess the presence of these characteristics implicitly. Can self‐report instruments be refined using additional questions that assess each characteristic? We examined (a) what proportion of children classified as victims by the commonly used Revised Ol…
Being Friends with or Rejected by Classmates
Whereas previous research suggests that adolescents’ aggressive behavior in itself does not highlight ethnic boundaries, it remains unclear whether classmates’ responses to same- and cross-ethnic aggression strengthen ethnic boundaries. This study examined how adolescents’ aggression toward same- and cross-ethnic peers relates to the positive (friendship) and negative (rejection) relationship nominations they receive from same- and cross-ethnic c…
Multidimensional similarity in multiplex networks
Similar peers are more likely to become friends, but it remains unclear how the combination of multiple characteristics, known as multidimensional similarity, influences friendships. This study aimed to investigate whether similarity in gender (attribute) and bullying or victimization (network position) contributes to friendships. The school-level networks of friendships and victim-bully relationships in 17 Dutch elementary schools (2,130 student…
Gelijke kansen voor leerlingen met lager opgeleide ouders bij de overgang naar het voortgezet onderwijs
Do students with low-educated parents have similar educational opportunities as students without low-educated parents during the transition to secondary education? Study 1 matched 62 students with low-educated parents to students with the same math score in grade 7. Despite this matching procedure, similar teachers’ advice for secondary education, and scores on the Central Examination, students with low-educated parents started at lower education…
Crossing ethnic boundaries? A social network investigation of defending relationships in schools
Prosocial peer relationships, such as defending against victimization, are beneficial for integration. Using the concept of multiple categorization, this study considers the extent to which similarity in gender, being in the same classroom, and similarity in network position regarding bullying or victimization contributes to the formation of cross-ethnic defending relationships among children. Longitudinal social network models were applied to co…
Bullying and Victimization Trajectories in the First Years of Secondary Education
Bullying is known to be associated with social status, but it remains unclear how bullying involvement over time relates to social position (status and affection), especially in the first years at a new school. The aim of this study was to investigate whether (the development of) bullying and victimization was related to the attainment of status (perceived popularity) and affection (friendships, acceptance, rejection) in the first years of second…
How dislike and bullying co‐develop
This study investigates the network mechanisms underlying the co‐development of two types of negative relationships: dislike relationships, and victim‐bully relationships among children. Longitudinal data on school‐level networks of 15 Dutch primary schools ( N = 2175; M age (T1) = 10; 51% male) were analyzed with stochastic actor‐oriented models. Evidence was found for mutual reinforcement between dislike and bullying/victimization. Disliked chi…
Positive and Negative Leadership in Late Childhood
Previous research has shown that leadership is associated not only with positive but also with negative characteristics and behaviors; knowledge of the similarities and differences between positive and negative leaders remains insufficient. This study aimed to examine (1) the existence of different subtypes of leaders and (2) to what extent these leaders differed on individual and interpersonal characteristics. The sample contained 9213 students …
Students’ School and Psychological Adjustment in Classrooms with Positive and Negative Leaders
Positive and negative leadership styles may influence classroom norms and be related to the school and psychological adjustment of children in general, and victims in particular. This study tested the relation between leadership styles and children’s adjustment, and the moderating effects of leadership on the association between self-reported victimization and school and psychological adjustment (self-esteem, social anxiety, and depressive sympto…
Psychology (18 works) · Bullying, Victimization, and Aggression (17 works) · Developmental psychology (16 works) · Social Psychology (16 works) · Social Psychology (14 works) · Child and Adolescent Psychosocial and Emotional Development (9 works) · Human Factors and Ergonomics (7 works) · Human Factors and Ergonomics (7 works) · Medicine (7 works) · Poison control (7 works)