What is popular? Distinguishing bullying and aggression as status correlates within specific peer normative contexts

Detalhes bibliográficos
Autor(a) principal: Palacios,Diego
Data de Publicação: 2016
Outros Autores: Berger,Christian
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Psicologia (Universidade Federal do Rio Grande do Sul. Online)
Texto Completo: http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722016000106105
Resumo: Abstract This study tested social status correlates of aggression and bullying and how these are influenced by peer groups’ normative beliefs about aggression and prosocial behavior among 1165 fourth, fifth and sixth graders in Chile. Associations between aggression and popularity (positive) and social preference (negative) were confirmed, whereas bullying was negatively associated with both dimensions. Normative beliefs about aggression and prosocial behavior were assessed at the group level, while social status was assessed at the classroom level through peer nominations. Hierarchical Linear Analyses showed that in groups with a higher value associated with aggression, classmates rated aggressive peers as less popular but also less disliked. The status correlates of bullying remained unaffected by peer normative beliefs. The discussion focuses on the social function of aggression as compared to the social sanction associated with bullying, and on the specificity of these associations at different layers of the social ecology.
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spelling What is popular? Distinguishing bullying and aggression as status correlates within specific peer normative contextsSocial statusAggressionBullyingNormative beliefsPeer influenceAbstract This study tested social status correlates of aggression and bullying and how these are influenced by peer groups’ normative beliefs about aggression and prosocial behavior among 1165 fourth, fifth and sixth graders in Chile. Associations between aggression and popularity (positive) and social preference (negative) were confirmed, whereas bullying was negatively associated with both dimensions. Normative beliefs about aggression and prosocial behavior were assessed at the group level, while social status was assessed at the classroom level through peer nominations. Hierarchical Linear Analyses showed that in groups with a higher value associated with aggression, classmates rated aggressive peers as less popular but also less disliked. The status correlates of bullying remained unaffected by peer normative beliefs. The discussion focuses on the social function of aggression as compared to the social sanction associated with bullying, and on the specificity of these associations at different layers of the social ecology.Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul2016-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722016000106105Psicologia: Reflexão e Crítica v.29 2016reponame:Psicologia (Universidade Federal do Rio Grande do Sul. Online)instname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGS10.1186/s41155-016-0031-yinfo:eu-repo/semantics/openAccessPalacios,DiegoBerger,Christianeng2016-06-17T00:00:00Zoai:scielo:S0102-79722016000106105Revistahttps://www.scielo.br/j/prc/ONGhttps://old.scielo.br/oai/scielo-oai.phpprc@springeropen.com1678-71530102-7972opendoar:2016-06-17T00:00Psicologia (Universidade Federal do Rio Grande do Sul. Online) - Universidade Federal do Rio Grande do Sul (UFRGS)false
dc.title.none.fl_str_mv What is popular? Distinguishing bullying and aggression as status correlates within specific peer normative contexts
title What is popular? Distinguishing bullying and aggression as status correlates within specific peer normative contexts
spellingShingle What is popular? Distinguishing bullying and aggression as status correlates within specific peer normative contexts
Palacios,Diego
Social status
Aggression
Bullying
Normative beliefs
Peer influence
title_short What is popular? Distinguishing bullying and aggression as status correlates within specific peer normative contexts
title_full What is popular? Distinguishing bullying and aggression as status correlates within specific peer normative contexts
title_fullStr What is popular? Distinguishing bullying and aggression as status correlates within specific peer normative contexts
title_full_unstemmed What is popular? Distinguishing bullying and aggression as status correlates within specific peer normative contexts
title_sort What is popular? Distinguishing bullying and aggression as status correlates within specific peer normative contexts
author Palacios,Diego
author_facet Palacios,Diego
Berger,Christian
author_role author
author2 Berger,Christian
author2_role author
dc.contributor.author.fl_str_mv Palacios,Diego
Berger,Christian
dc.subject.por.fl_str_mv Social status
Aggression
Bullying
Normative beliefs
Peer influence
topic Social status
Aggression
Bullying
Normative beliefs
Peer influence
description Abstract This study tested social status correlates of aggression and bullying and how these are influenced by peer groups’ normative beliefs about aggression and prosocial behavior among 1165 fourth, fifth and sixth graders in Chile. Associations between aggression and popularity (positive) and social preference (negative) were confirmed, whereas bullying was negatively associated with both dimensions. Normative beliefs about aggression and prosocial behavior were assessed at the group level, while social status was assessed at the classroom level through peer nominations. Hierarchical Linear Analyses showed that in groups with a higher value associated with aggression, classmates rated aggressive peers as less popular but also less disliked. The status correlates of bullying remained unaffected by peer normative beliefs. The discussion focuses on the social function of aggression as compared to the social sanction associated with bullying, and on the specificity of these associations at different layers of the social ecology.
publishDate 2016
dc.date.none.fl_str_mv 2016-01-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
format article
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dc.identifier.uri.fl_str_mv http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722016000106105
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dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 10.1186/s41155-016-0031-y
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
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dc.format.none.fl_str_mv text/html
dc.publisher.none.fl_str_mv Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul
publisher.none.fl_str_mv Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul
dc.source.none.fl_str_mv Psicologia: Reflexão e Crítica v.29 2016
reponame:Psicologia (Universidade Federal do Rio Grande do Sul. Online)
instname:Universidade Federal do Rio Grande do Sul (UFRGS)
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instname_str Universidade Federal do Rio Grande do Sul (UFRGS)
instacron_str UFRGS
institution UFRGS
reponame_str Psicologia (Universidade Federal do Rio Grande do Sul. Online)
collection Psicologia (Universidade Federal do Rio Grande do Sul. Online)
repository.name.fl_str_mv Psicologia (Universidade Federal do Rio Grande do Sul. Online) - Universidade Federal do Rio Grande do Sul (UFRGS)
repository.mail.fl_str_mv prc@springeropen.com
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