Bullying perpetration and social status in the peer group: A meta-analysis.

INTRODUCTION: Associations between bullying perpetration and social status vary, not only between different facets of social status but also between bullying in primary versus secondary school. The main aim of the present study was to meta-analyse existing evidence regarding the prospective associations between bullying perpetration and various facets of social status, that is, popularity, peer acceptance, peer rejection, and social preference. METHODS: Electronic databases were searched to identify studies on bullying perpetration and later social status published up to January 17, 2022. Multilevel random effects models were performed using Metafor and differences in effect sizes as a function of substantive and methodological moderators were tested. RESULTS: In total, 116 effects were included from 18 publications, reporting on 17 different samples and more than 15,000 participants (mean age bullying assessment = 11.57 years, on average 51% female participants). Most samples were from the United States (7) or Europe (7). Overall, bullies were more popular, but also more rejected and scored lower on social preference compared with non-bullies. These associations remained when effects were adjusted for previous social status and other confounders. No link between bullying perpetration and acceptance was found. There was little evidence that effect sizes differed as a function of moderators. CONCLUSIONS: Bullies become more popular over time, but also have a higher risk of being rejected and being less socially preferred. Bullying perpetrators are more popular but also more rejected by their peers. There is no evidence that these links differ depending on sex or age at which perpetrators bully, reporter or type of bullying.

Intergenerational Transmission of Peer Aggression.

It is plausible that peer aggression-like general forms of aggression-is transmitted from one generation to the next. As such, parental behavior in childhood and adolescence may be associated with offspring aggressive behavior against peers. This study used 1970 British Cohort Study data to test intergenerational transmission of peer aggression. The baseline sample consisted of 13,135 participants. At the first assessment that was used in this study, participants were on average 4.95 years old (SD = 0.79; 48.20% female). At the last assessment, participants were on average 33.88 years old (SD = 0.36; 52.1% female). Models were computed for early and middle childhood, and adolescence. Significant associations between parents' and offspring peer aggression were found in most models - especially when correlating aggression in similar developmental periods for parents and children. Other transmission mechanisms such as genetic transmission may be relevant and should be taken into account in future studies.

Benefits of Bullying? A Test of the Evolutionary Hypothesis in Three Cohorts.

Recent work on bullying perpetration includes the hypothesis that bullying carries an evolutionary advantage for perpetrators in terms of health and reproductive success. We tested this hypothesis in the National Child Development Study (n = 4998 male, n = 4831 female), British Cohort Study 1970 (n = 4261 male, n = 4432 female), and TRacking Adolescents' Individual Lives Survey (n = 486 male, n = 521 female), where bullying was assessed in adolescence (NCDS, BCS70: age 16, TRAILS: age 14) and outcomes in adulthood. Partial support for the evolutionary hypothesis was found as bullies had more children in NCDS and engaged in sexual intercourse earlier in TRAILS. In contrast, bullies reported worse health in NCDS and BCS70.

Childhood and Adolescent Bullying Perpetration and Later Substance Use: A Meta-analysis.

CONTEXT: Previous meta-analyses substantially contributed to our understanding of increased drug use risk in bullies but only included research up to 2014 and did not report on other types of substances. OBJECTIVE: To review and meta-analyze existing evidence regarding the prospective association between peer bullying perpetration in childhood and adolescence and later substance use. DATA SOURCES: Electronic databases were searched on March 14, 2019. STUDY SELECTION: We selected peer-reviewed articles and dissertations in English reporting original empirical studies on associations between bullying perpetration in childhood or adolescence and later use of drugs, alcohol, or tobacco. Records were assessed for eligibility independently by 2 authors. DATA EXTRACTION: Data extraction and quality assessment was performed by one author and checked by another author. RESULTS: In total, 215 effects were included from 28 publications, reporting on 22 samples, comprising 28 477 participants. Bullying perpetration was associated positively with all types of substance use (drugs, alcohol, tobacco, and general). The results for combined bullying-victimization were more mixed, with generally weaker effects. LIMITATIONS: Effects were based on a large variability in operationalizations and measures of bullying and substance use, impeding the interpretation of the pooled effect sizes. Although bullying appears to be a risk factor for substance use, no inferences can be made about so-called causal risk factors that can provide the basis for preventive interventions. CONCLUSIONS: There is evidence that adolescents and particularly children who bully their peers have a higher risk of substance use later in life than their nonbullying peers.

A Large-Scale Replication of the Effectiveness of the KiVa Antibullying Program: a Randomized Controlled Trial in the Netherlands.

This study evaluates the effectiveness of the KiVa antibullying program in the Netherlands through a randomized controlled trial of students in grades 3-4 (Dutch grades 5-6). The sample involved 98 schools who volunteered to participate in the research, with 245 classes and 4383 students at the baseline (49% girls; M age = 8.7 years), who participated in five measurement waves, collected in three consecutive school years. After the baseline, two-thirds of the schools were assigned to the intervention condition (KiVa or KiVa+, the latter included an additional intervention component of network feedback to teachers) and one-third to the control condition (waiting list, care as usual) with a stratified randomization procedure. The effects of the intervention on self-reported victimization and bullying were tested using cross-classified ordered multinomial models and binomial logistic regression models. These longitudinal models showed that self-reported victimization and bullying reduced more strongly in KiVa-schools compared with control schools, with stronger effects after two school years than after one school year of implementation. The results showed that for students in control schools, the odds of being a victim were 1.29-1.63 higher, and the odds of being a bully were 1.19-1.66 higher than for KiVa students. No significant differences between KiVa and KiVa+ emerged. Overall, the findings provide evidence of the effectiveness of the KiVa program in the Netherlands.

Defending victims: What does it take to intervene in bullying and how is it rewarded by peers?

Defending is considered important in reducing bullying and victimization in schools. Yet, the prevalence of defending is quite low and there is little insight into aspects that explain why students intervene in bullying situations. The current study used a longitudinal design to simultaneously examine the antecedents and status outcomes of defending behavior. It was expected that affective and social-cognitive factors explain involvement in defending. Moreover, it was proposed that defending would be rewarded with popularity among peers, but only for defenders who were not victimized themselves. Unconflated multilevel path models were used and data came from students in grades 4-6 of Finnish elementary schools (N=4209 students from 210 classrooms and 38 schools; Mage 11.25; 50% boys). Affective empathy and students' self-efficacy beliefs were predictive of defending behavior over time, whereas cognitive empathy was not. Additionally, defenders increased their popularity among their peers. No substantial differences between victims and non-victims were found. This pattern of results suggests that, irrespective of victim status, specific children are more likely to defend in bullying situations and are rewarded with increased popularity.

The Intensity of Victimization: Associations with Children's Psychosocial Well-Being and Social Standing in the Classroom.

The association between experienced victimization and students' psychological and social adjustment depends on the intensity of victimization. We examined how frequency and multiplicity of victimization, and the number of bullies involved, account for differences in students' psychosocial well-being and social standing in the classroom. Multilevel analyses were conducted on the control group of an intervention study among students in grades 3-6 of Dutch elementary schools (N = 2859 students from 124 classes and 33 schools; ages 8-12; 49.6% boys). It was found that victims of frequent and multiple victimization, and victims who were victimized by several bullies, had higher levels of psychosocial adjustment problems than victims of less frequent and non-multiple victimization, and victims with only one bully. Moreover, these more severe victims turned out to be least accepted and most rejected among their classmates. The findings illustrate that it can be fruitful to use several measures of victimization so that (differences in) adjustment problems can be better understood. Moreover, the results suggest that it is important to find out who is victimized, in what ways, and by whom. Anti-bullying interventions should provide resources to do this.

Teacher characteristics and peer victimization in elementary schools: a classroom-level perspective.

The purpose of this study was to investigate whether there is an association between teacher characteristics and peer victimization in elementary schools. We used data of 3,385 elementary school students (M age = 9.8) and 139 of their teachers (M age = 43.9) and employed Poisson regression analyses to explain the classroom victimization rate. Results showed a higher victimization rate in the classrooms of teachers who attributed bullying to external factors-factors outside of their control. In addition, the results suggest that both teachers' perceived ability to handle bullying among students and teachers' own bullying history were positively associated with the classroom victimization rate. We also took into account classroom composition characteristics and found lower victimization rates in multi-grade classrooms and in classrooms with older students. The results support the notion of an association between teacher characteristics and peer victimization. Findings are discussed with regards to current literature and suggestions for future research are made.

Health and happiness among homosexual couples in Europe.

Data from five waves (2002-10) of the European Social Survey were examined to see the extent to which heterosexual and homosexual couples differ in their health and happiness. Homosexual people had lower levels of self-rated health and happiness. We suggest that those who experience discrimination are more strongly integrated in their gay community, which, in turn, may bring positive effects in terms of happiness due to a sense of belonging, but may be accompanied by the specific health risks associated with this community.