Peer likeability and victimization in young adolescents
Moderating effects of descriptive and status group norms for aggression and prosocial behaviour and network density
Bibliographic Data
| ID | 9616591 |
|---|---|
| Authors | David Aguilar‐Pardo (0000-0002-2197-1346, Departamento de Psicología Universidad Católica de Colombia Bogotá Colombia), Belén Martínez‐Fernández (Facultad de Psicología Complutense University of Madrid Madrid Spain), Fernando Colmenares (0000-0003-0089-318X, Facultad de Psicología Complutense University of Madrid Madrid Spain), Javier Martín‐Babarro (0000-0001-6560-9923, Facultad de Psicología Complutense University of Madrid Madrid Spain, corresponding author) |
| Year | 2022 |
| Volume | 92 |
| Issue | 3 |
| Pages | 925-954 |
| Publication date | 2022-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.12481 |
| PMID | 35032033 |
| OpenAlex | W4206175176 |
| Language | EN |
| Citations received | 4 |
| References cited | 122 |
INTRODUCTION: Previous research has shown that peer victimization can be highly responsive to variables at the classroom level. Aggressive and prosocial norms may promote or reduce its status in classrooms. However, yet there is an apparent lack of success to explain which types of norms are more influential. This study examined the role of aggressive and prosocial descriptive and status norms in the peer victimization-status link. It also explores how the network density increases adherence to the prevailing norm in the classroom and its effect on the status of the victims. METHOD: Data on peer acceptance and rejection, victimization, prosocial behaviour, and aggression were collected with sociometric methods in a sample of 6,600 students (M = 13.1 years, SD = 0.6; 49.2% girls), from 269 classrooms in 81 secondary schools in Spain. Group norms for aggression and for prosocial behaviour were assessed in three ways, the behaviour of all peers (class-norm), the behaviour of most-liked peers (likeability-norm), and the behaviour of most salient peers (visibility-norm). RESULTS: Multilevel regression analyses revealed that the negative impact of victimization on peer likeability was moderated by the classroom's norm for prosocial behaviour, by the status norm of most visible peers' norm for prosocial behaviour and for aggression, and by the group's network density. The behavioural status norms of most likeable peers had no significant effect. CONCLUSION: These results underscore the overall importance of group context as a moderating factor of the relation between victimization and peer status in adolescents, and add to the growing body of knowledge driven by the socio-ecological approach to the study of peer relations in developmental psychology. As implications for education, these results affect the importance of considering socio-emotional variables in the formation of class groups in order to reduce victimization
Aggression · Developmental psychology · Multilevel model · Norm (philosophy) · Peer group · Perception · Prosocial behavior · Social norms approach · Sociometric status · Bullying, Victimization, and Aggression · Child and Adolescent Psychosocial and Emotional Development · Impact of Technology on Adolescents · Psychology · Social Psychology
The Role of Prosocial Behavior, Aggression, and Assertiveness in Explaining Cyberbullying Victimization Among Youth
Academic achievement of peer group leaders and members
Classroom social network antecedents of relational aggression and victimization for kindergarten children
Joint Developmental Trajectories of Likability and Popularity
Social Network Analysis
Likeable versus popular
A theory of goal systems
Counteracting bullying in Finland
Proactive and reactive aggression in childhood and adolescence
Beyond the Class Norm
Connections between attitudes, group norms, and behaviour in bullying situations
Subtypes of Victims and Aggressors in Children's Peer Groups
Prosocial and Coercive Configurations of Resource Control in Early Adolescence
Forms and Functions of Adolescent Peer Aggression Associated With High Levels of Peer Status
The developmental relation between aggressive behaviour and prosocial behaviour
Comparisons Between Adolescent Bullies, Victims, and Bully-Victims on Perceived Popularity, Social Impact, and Social Preference
Classroom‐ and School‐Level Contributions to Bullying and Victimization
Group cohesiveness as interpersonal attraction
Group Influences on Individual Aggression and Prosociality
Socialization of Physical and Social Aggression in Early Adolescents' Peer Groups
Aggressive and Prosocial Peer Group Functioning
Gender‐specific or Common Classroom Norms? Examining the Contextual Moderators of the Risk for Victimization
It's Not Just Being Popular, it's Knowing it, too
Loneliness and Peer Relations in Adolescence
Understanding Popularity and Relational Aggression in Adolescence
The Nature of Children’s Stereotypes of Popularity
Peer Experience
Dimensions of Social Status in Preadolescent Peer Groups
Is preventing peer victimization sufficient? The role of prosocial peer group treatment in children's socioemotional development
Outsiders at School
What Protects Rejected Adolescents From Also Being Bullied by Their Peers? The Moderating Role of Peer‐Valued Characteristics
Popularity as an Organizing Factor of Preadolescent Friendship Networks
Overt and Relational Aggression Participant Role Behavior
Status‐Based Influence Processes
Popularity in Early Adolescence
Power Structure in the Peer Group
Effects of Classroom Embeddedness and Density on the Social Status of Aggressive and Victimized Children
The Moderating Role of Classroom Descriptive Norms in the Association of Student Behavior With Social Preference and Popularity
Aggressive and Prosocial Peer Norms
Peer Norm Salience for Academic Achievement, Prosocial Behavior, and Bullying
The Distinct Roles of Sociometric and Perceived Popularity in Friendship
Sociometric Popularity and Peer-Perceived Popularity
Behavioral, Personality, and Communicative Predictors of Acceptance and Popularity in Early Adolescence
Social Rationality, Semi-Modularity and Goal-Framing
Empirical test of bullies' status goals
Aggression and social status
Aggressive effects of prioritizing popularity in early adolescence
An Examination of Network Position and Childhood Relational Aggression
Moderators of the association between relational aggression and perceived popularity
Biased self‐perceptions of social competence and engagement in physical and relational aggression
Adaptive, maladaptive, mediational, and bidirectional processes of relational and physical aggression, relational and physical victimization, and peer liking
Friendship Dynamics of Adolescent Aggression, Prosocial Behavior, and Social Status
Structure Matters
Behavioral Correlates of Prioritizing Popularity in Adolescence
Targeted Victimization
The Association Between Forms of Aggression, Leadership, and Social Status Among Urban Youth
Adolescents’ Social Status Goals
The Role of Prosocial and Aggressive Popularity Norm Combinations in Prosocial and Aggressive Friendship Processes
Aggressive and Prosocial? Examining Latent Profiles of Behavior, Social Status, Machiavellianism, and Empathy
Self- and Peer-Identified Victims in Late Childhood
Children's perceptions of popular and unpopular peers
Dimensions and types of social status
Social goals, aggression, peer preference, and popularity
The social status of aggressive students across contexts
The link between harsh home environments and negative academic trajectories is exacerbated by victimization in the elementary school peer group
The Role of Classroom Norms in Contextualizing the Relations of Children's Social Behaviors to Peer Acceptance
The role of academic status norms in friendship selection and influence processes related to academic achievement
Popularity and adolescent friendship networks
A Theory of Social Comparison Processes
Personal and interpersonal antecedents and consequences of victimization by peers
Social-information-processing factors in reactive and proactive aggression in children's peer groups
The Peer Group as a Context for the Development of Young Adolescent Motivation and Achievement
Resources and Relationships
| Unique citing works | 4 |
|---|---|
| Citations per year | 1,33 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |