Classroom social status norms and bullying dynamics
A latent profile analysis of popularity, likability, and rejection norms
Bibliographic Data
| ID | 17560245 |
|---|---|
| Authors | Katja Košir (0000-0003-1010-5028, University of Maribor, Slovenia, corresponding author), Marina Horvat (0000-0001-7226-2024, University of Maribor, Slovenia), Ana Lampret (0009-0002-4645-3761, University of Maribor, Slovenia), Tina Pivec (0000-0003-1132-3457, Educational Research Institute Ljubljana, Slovenia) |
| Year | 2026 |
| Publication date | 2026-03-10 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Behavioral Development (JOURNAL) |
| Journal identifiers | ISSN: 0165-0254 • E-ISSN: 1464-0651 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/01650254261425591 |
| OpenAlex | W7135046984 |
| Language | EN |
| References cited | 40 |
This study explores classroom differences in social status norms by identifying profiles based on aggressive and prosocial popularity norms, likability norms, and rejection norms, analyzing the differences among profiles in classroom-level bullying, victimization, bullying reinforcement, defending, and students’ social goals. Latent profile analysis of 328 classrooms comprising 6,395 students ( M age = 13.43, SD age = 0.64) revealed five profiles: Prosocial, Low Norms, Mixed Popularity, Aggression-Favoring, and Aggression-Tolerant. The Low Norms profile showed the lowest levels of bullying and victimization, while the Aggression-Favoring profile displayed somewhat higher bullying and popularity goals. The Prosocial profile tended to show higher defending and lower bullying reinforcement. No differences were found for classroom-level likability goals. Overall, the profiles reflected subtle yet meaningful variations in classroom social status norms. The results have practical implications for designing targeted, classroom-level interventions that address the full range of social status norms and promote prosocial behavior as a valued path to social acceptance and recognition
Aggression · Peer acceptance · Popularity · Prosocial behavior · Psychological intervention · Social norms approach · Social status · Behavioral and Psychological Studies · Bullying, Victimization, and Aggression · Communication in Education and Healthcare
Latent Class Analysis and Finite Mixture Modeling
So you want to study bullying? Recommendations to enhance the validity, transparency, and compatibility of bullying research
The Company They Keep
Bullying and the peer group
Finite Mixture Models
Deciding on the Number of Classes in Latent Class Analysis and Growth Mixture Modeling
Ten frequently asked questions about latent class analysis.
Auxiliary Variables in Mixture Modeling
On the microfoundations of the link between classroom social norms and behavioral development
Preference and popularity as distinct forms of status
Toward understanding the functions of peer influence
Early adolescents’ social goals and school adjustment
The participant roles of bullying in different grades
Developmental Changes in the Priority of Perceived Status in Childhood and Adolescence
Aggressive and Prosocial Peer Norms
Peer Norm Salience for Academic Achievement, Prosocial Behavior, and Bullying
Psychosocial characteristics of bullying participants
Bidirectional Relationships Between Peer Defending and Social Status in Elementary and High School Students
Adolescents’ Social Status Goals
The Role of Prosocial and Aggressive Popularity Norm Combinations in Prosocial and Aggressive Friendship Processes
No Safe Space at School
Inequality Matters
The role of popularity goal in early adolescents’ behaviors and popularity status
Revisiting the intricate interplay between aggression and preadolescents’ school functioning
Profiles of home language environment in Head Start classrooms
Schools as Developmental Contexts During Adolescence
Goal constructs in psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |