Correlates of responses to peer provocation and bullying in middle childhood: A systematic review

Abstract

Provocation and bullying by peers in middle childhood can have negative effects, but these outcomes can vary depending on how the child responds. Understanding the correlates associated with their choice of response can help to explain why children respond in the ways that they do. To date, no reviews have summarised the association between correlates and responses to peer provocation in middle childhood. The present systematic review aims to identify correlates of responses to peer provocation and bullying for primary-school aged children from empirical research since 2000.

A systematic search was conducted using APA PsycInfo, EbscoHost and ProQuest, and 41 studies met the criteria for analysis. We identified six themes which group the correlates of children's responses to peer provocation. Correlates including gender, age, a history of victimisation, internalising behaviours, and social behaviour and environment were frequently and consistently associated with particular responses to peer provocation. For example, more help-seeking and assertive responses were endorsed by children with more positive social behaviours and environment, while these were less endorsed by children with a history of being bullied. Other correlates including ethnicity, family and school factors were identified as rarely studied, and these gaps are recommended for future research.