Bullying, social skills, peer acceptance, and friendship among students in school transition

Bibliographic Data

ID19355489
AuthorsJorge Luiz Da Silva (0000-0002-3727-8490, Universidade de Franca), André Vilela Komatsu (0000-0001-8508-6787, Universidade de São Paulo), Marcela Almeida Zequinão (0000-0003-3570-5425, Universidade do Estado de Santa Catarina), Beatriz Oliveira Pereira (0000-0003-4771-9402, Universidade do Minho), Guoyong Wang (0000-0003-1730-0758, Universidade Marítima de Shanghai, China), Marta Angélica Iossi Silva (0000-0002-9967-8158, Universidade de São Paulo)
Year2019
Volume36
Publication date2019-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEstudos de Psicologia (Campinas) (JOURNAL)
Journal identifiersISSN: 0103-166X • E-ISSN: 1982-0275
PublisherFapUNIFESP (SciELO) (PUBLISHER)
DOI10.1590/1982-0275201936e180060
OpenAlexW2982606600
SCIELO_PIDS0103-166X2019000100906
LanguageEN
Citations received3
References cited24

This study’s objective was to assess the social skills, peer acceptance, and friendship among students involved in bullying situations transitioning from elementary to middle school. A total of 408 6th grade students from six public schools in the interior of São Paulo, Brazil composed the sample; 54.9% of whom were aged 11.3 years on average (Standard Deviation = 0.6). Data were analyzed using Analysis of Variance and Spearman’s correlation. In regard to social skills, bully-victims present a greater amount of passive and active responses when compared to victims, bullies, and not involved students. Only male bully-victims, however, experienced significantly more frequent rejection by peers, while female bully-victims had significantly fewer friends. The results indicate the need to develop interventions intended to prevent and decrease bullying in the period of school transition. Such interventions should, however, be gender-sensitive because of differences existing between boys and girls

Developmental psychology · Friendship · Peer acceptance · Peer group · Peer relations · Psychological intervention · Bullying, Victimization, and Aggression · Child Development and Digital Technology · Clinical Psychology · Psychology · Social Psychology · Youth Development and Social Support

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Open DOIOpen Access