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ERIC Number: EJ1251860
Record Type: Journal
Publication Date: 2020-Jun
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0256-2928
EISSN: N/A
Predictors of Self-Reported and Peer-Reported Victimization and Bullying Behavior in Early Adolescents: The Role of School, Classroom, and Individual Factors
Košir, Katja; Klasinc, Lucia; Špes, Tanja; Pivec, Tina; Cankar, Gašper; Horvat, Marina
European Journal of Psychology of Education, v35 n2 p381-402 Jun 2020
The purpose of the present study was to examine individual and contextual predictors of victimization and bullying on a sample of early adolescents. Using both self-reports and peer nominations for victimization and bullying assessment, potential differential predictors for self- vs. peer-reported victimization and bullying were examined. A total of 1905 elementary school students (49.9% boys) nested in 135 classrooms within 22 schools participated in the study. Students' gender was found to be the most consistent predictor for both self- and peer-reported victimization and bullying. Other shared predictors of victimization and bullying were higher internalization and externalization of anger and perceived peer support for self-reported measures and younger age, lower academic achievement, higher anger internalizing and externalizing, perceived teacher support, and fewer peer-reported friendships for peer-reported measures. In addition, the same classroom characteristics--higher pro-bully classroom norms--represented a risk factor for both self-reported bullying and victimization.
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A