Predictors of self-reported and peer-reported victimization and bullying behavior in early adolescents: the role of school, classroom, and individual factors

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 v...

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Bibliographic Details
Published in:European journal of psychology of education 2020-06, Vol.35 (2), p.381-402
Main Authors: Košir, Katja, Klasinc, Lucia, Špes, Tanja, Pivec, Tina, Cankar, Gašper, Horvat, Marina
Format: Article
Language:English
Subjects:
Adjustment
Adolescents
Age Differences
Anger
Behavior Problems
Bullying
Classrooms
Early Adolescents
Education
Educational Environment
Educational Psychology
Elementary School Students
Friendship
Gender Differences
Low Achievement
Measurement Techniques
Nominations
Pedagogic Psychology
Peer Acceptance
Peers
Perceptions
Predictor Variables
Psychological Patterns
Self report
Students
Teacher Student Relationship
Victimization
Victims
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Summary: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.
ISSN:0256-2928
1878-5174
DOI:10.1007/s10212-019-00430-y