Manuel Carmona-Rojas, Rosario Ortega-Ruiz, Eva Romera, Ana Bravo
{"title":"校园欺凌复杂动态中的攻击和防御行为、规范和社会适应。","authors":"Manuel Carmona-Rojas, Rosario Ortega-Ruiz, Eva Romera, Ana Bravo","doi":"10.5093/pi2023a11","DOIUrl":null,"url":null,"abstract":"<p><p>Bullying is a group phenomenon in which schoolchildren take on different roles. Although certain contextual elements play a key role in its evolution, very few longitudinal studies have been carried out to date which investigate how these factors interact. This study aims to explore the different class groupings as regards bullying norms and to examine the effect of the type of norm, social, and normative adjustment and pro-sociality, also of the interaction of group norms with involvement in aggression and victim defence in bullying situations. A total of 3,358 secondary school students (50.71% girls, <i>M</i><sub>age</sub> = 13 years, <i>SD</i> = 1.34) participated in the study. Four groups of norms towards bullying were identified: anti-bullying, anti-bullying but not actively defending, indifference, and pro-bullying. Univariate linear regression models showed that normative adjustment and the type of norms had a direct inverse effect on both types of behaviour, while pro-sociality only had an effect on defence. In groups with pro-bullying norms, a greater effect of normative adjustment was observed for involvement in defence and aggression, and pro-social skills were associated with aggression. These results suggest the need to work on moral, social and emotional elements to improve school climate in schools.</p>","PeriodicalId":51641,"journal":{"name":"Psychosocial Intervention","volume":"32 3","pages":"165-175"},"PeriodicalIF":3.6000,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/ac/ac/1132-0559-pi-32-3-0165.PMC10484022.pdf","citationCount":"1","resultStr":"{\"title\":\"Aggressive and Defensive Behaviour, Normative, and Social Adjustment in the Complex Dynamics of School Bullying.\",\"authors\":\"Manuel Carmona-Rojas, Rosario Ortega-Ruiz, Eva Romera, Ana Bravo\",\"doi\":\"10.5093/pi2023a11\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>Bullying is a group phenomenon in which schoolchildren take on different roles. Although certain contextual elements play a key role in its evolution, very few longitudinal studies have been carried out to date which investigate how these factors interact. This study aims to explore the different class groupings as regards bullying norms and to examine the effect of the type of norm, social, and normative adjustment and pro-sociality, also of the interaction of group norms with involvement in aggression and victim defence in bullying situations. A total of 3,358 secondary school students (50.71% girls, <i>M</i><sub>age</sub> = 13 years, <i>SD</i> = 1.34) participated in the study. Four groups of norms towards bullying were identified: anti-bullying, anti-bullying but not actively defending, indifference, and pro-bullying. Univariate linear regression models showed that normative adjustment and the type of norms had a direct inverse effect on both types of behaviour, while pro-sociality only had an effect on defence. In groups with pro-bullying norms, a greater effect of normative adjustment was observed for involvement in defence and aggression, and pro-social skills were associated with aggression. These results suggest the need to work on moral, social and emotional elements to improve school climate in schools.</p>\",\"PeriodicalId\":51641,\"journal\":{\"name\":\"Psychosocial Intervention\",\"volume\":\"32 3\",\"pages\":\"165-175\"},\"PeriodicalIF\":3.6000,\"publicationDate\":\"2023-08-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/ac/ac/1132-0559-pi-32-3-0165.PMC10484022.pdf\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Psychosocial Intervention\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.5093/pi2023a11\",\"RegionNum\":1,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, MULTIDISCIPLINARY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Psychosocial Intervention","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.5093/pi2023a11","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}
Aggressive and Defensive Behaviour, Normative, and Social Adjustment in the Complex Dynamics of School Bullying.
Bullying is a group phenomenon in which schoolchildren take on different roles. Although certain contextual elements play a key role in its evolution, very few longitudinal studies have been carried out to date which investigate how these factors interact. This study aims to explore the different class groupings as regards bullying norms and to examine the effect of the type of norm, social, and normative adjustment and pro-sociality, also of the interaction of group norms with involvement in aggression and victim defence in bullying situations. A total of 3,358 secondary school students (50.71% girls, Mage = 13 years, SD = 1.34) participated in the study. Four groups of norms towards bullying were identified: anti-bullying, anti-bullying but not actively defending, indifference, and pro-bullying. Univariate linear regression models showed that normative adjustment and the type of norms had a direct inverse effect on both types of behaviour, while pro-sociality only had an effect on defence. In groups with pro-bullying norms, a greater effect of normative adjustment was observed for involvement in defence and aggression, and pro-social skills were associated with aggression. These results suggest the need to work on moral, social and emotional elements to improve school climate in schools.
期刊介绍:
Psychosocial Intervention is a peer-reviewed journal that publishes papers in all areas relevant to psychosocial intervention at the individual, family, social networks, organization, community, and population levels. The Journal emphasizes an evidence-based perspective and welcomes papers reporting original basic and applied research, program evaluation, and intervention results. The journal will also feature integrative reviews, and specialized papers on theoretical advances and methodological issues. Psychosocial Intervention is committed to advance knowledge, and to provide scientific evidence informing psychosocial interventions tackling social and community problems, and promoting social welfare and quality of life. Psychosocial Intervention welcomes contributions from all areas of psychology and allied disciplines, such as sociology, social work, social epidemiology, and public health. Psychosocial Intervention aims to be international in scope, and will publish papers both in Spanish and English.