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Direct linkMalamut, Sarah T.; Trach, Jessica; Garandeau, Claire F.; Salmivalli, Christina – Child Development, 2023
Defending peers who have been bullied is often thought to put defenders at risk of becoming victimized themselves. The study investigated the concurrent and prospective associations between defending and (peer- and self-reported) victimization, and examined popularity and classroom norms as potential moderators. Participants included 4085 Finnish…
Descriptors: Peer Relationship, Victims, Advocacy, Correlation
Laninga-Wijnen, Lydia; Harakeh, Zeena; Garandeau, Claire F.; Dijkstra, Jan K.; Veenstra, René; Vollebergh, Wilma A. M. – Child Development, 2019
This study examined the coevolution of prosocial and aggressive popularity norms with popularity hierarchy (asymmetries in students' popularity). Cross-lagged-panel analyses were conducted on 2,843 secondary school students (N[subscript classrooms] = 120; M[subscript age] = 13.18; 51.3% girls). Popularity hierarchy predicted relative change in…
Descriptors: Prosocial Behavior, Aggression, Peer Acceptance, Secondary School Students
Nesdale, Drew; Lawson, Michael J. – Child Development, 2011
The effects of social group norms (inclusion vs. exclusion vs. exclusion-plus-relational aggression) and school norms (inclusion vs. no norm) on 7- and 10-year-old children's intergroup attitudes were examined. Children (n = 383) were randomly assigned to a group with an inclusion or exclusion norm, and to 1 of the school norm conditions. Findings…
Descriptors: Intergroup Relations, Peer Groups, Behavior Standards, Social Behavior
