ISSN : 1229-0718
The current study examined early adolescents’ behavioral characteristics, social interplay, and the social influence of bullies and victims among fifth and sixth graders in elementary schools. Participants (N=736, 52% girls at wave 1, N=677, 52% girls at wave 2) completed friend nominations and peer nominations for bullies, victims, and academic-social behaviors. The results indicated that early adolescents’ physical aggression, relational aggression, and problem behavior at the start of the semester positively predicted their bullying behavior at the end of the semester. Moreover, early adolescents’ anxious behavior and uncooperative behavior at the start of the semester positively predicted their victimization at the end of the semester. Furthermore, results of the longitudinal social network analyses indicated that bullies received many friend nominations from peers and tended to be more influenced by friends who highly bullied others. In addition, highly victimized youth tended to form friendships with highly victimized peers, and youth whose friends are highly victimized became highly victimized themselves over time. The current study underscores the importance of early adolescents’ social interactions with friends, and highlight that early adolescents’ friend selection and social influence play a crucial role in explaining the development of their bullying and victimization.
김순혜 (2012). 초등학교 학교폭력 피해아동의위험요인과 보호요인 분석. 아동교육, 21(3), 5-17.
김재엽, 장용언, 민지아 (2011). 학교폭력 피해경험이 청소년의 학교적응에 미치는 영향: 부모-자녀 의사소통의 조절효과. 청소년학연구, 18(7), 209-234.
김은아, 이승연 (2011). 남녀 중학생의 또래괴롭힘 방어행동과 공감, 자기효능감, 학급규준에 대한 믿음의 관계. 한국심리학회지:발달, 24(1), 59-77.
김진구, 신희영 (2018). 초기 청소년기 또래거부의 사회화 과정: 초기 네트워크와 교사-학생 관계의 영향. 한국심리학회지: 발달, 31(3), 163-182.
김혜원, 이혜경 (2000). 집단괴롭힘의 가해와피해행동에 영향을 미치는 사회적, 심리적 변인들. 한국심리학회지: 사회 및 성격, 14(1), 45-64.
도기봉 (2008). 학교폭력에 영향을 미치는 공격성과 생태체계요인의 상호작용효과. 청소년복지연구, 10(2), 73-92.
박종효 (2005). 또래 공격행동 및 피해행동에대한 이해: 선행요인 탐색과 문제행동에미치는 영향. 한국심리학회지: 발달, 18(1), 19-35.
송경희, 이승연 (2018). 초등학생의 도덕 추론과 또래괴롭힘 방어행동: 학급수준 특성의 조절효과. 한국심리학회지: 발달, 31(2), 83-103.
송미경, 배주미 (2006). 청소년의 비행행동에영향을 미치는 요인: 개인, 가정, 학교변인에 관한 연구. 제1회 한국교육종단연구학술대회 논문집, 192-211.
신성자 (2005). 학교폭력, 가해, 피해 그리고대응 관련 요인. 사회과학연구원, 17, 111-142.
신성자, 권신영 (2013). 학교폭력에 대한 교사의 개입수준과 관련요인들의 10년의 변화추이에 대한 분석. 학교사회복지, 26, 177-207.
신희경 (2006). 가해 청소년, 피해 청소년, 가해/피해 청소년 집단유형의 발달에 영향을미치는 변인, 한국청소년연구, 17(1), 297-323.
신희영 (2018c). 종단적 사회연결망 분석을 통해 살펴본 청소년의 관계 지배적 목표가공격 행동의 또래 상호 작용에 미치는 영향. 한국심리학회지: 학교, 15(3), 307-329.
신희영 (2018b). 청소년의 또래 상호 작용과공격 및 이타적 행동 발달의 관계 연구:성별과 교사와의 관계가 미치는 영향을중심으로. 한국심리학회지: 발달, 31(3), 1-25.
이미영, 장은진 (2015). 학교폭력 가해자가 경험한 학교폭력 맥락에 관한 질적 연구. 한국심리학회지: 발달, 28(3), 115-140.
이승연 (2014). 중학생의 공감, 사회적 자기효능감, 지각된 규준과 또래괴롭힘 방어행동과의 관계. 한국심리학회지: 발달, 27(3), 89-112.
장덕희 (2004). 가정폭력 경험특성이 자녀의정서적, 행동적, 사회적 부적응에 미치는영향. 청소년학연구, 11(3), 65-91.
정재준 (2012). 미국의 학교폭력 방지대책. 서울대학교 법학, 53(1), 529-570.
조영일 (2013). 학교 폭력 가해자와 피해자 특성 연구. 한국심리학회지: 발달, 26(2), 67-87.
하영희, 김정연 (2003). 청소년의 도덕적 금지행동과 개인 및 가정환경 변인간의 인과관계. 한국심리학회지: 사회 및 성격, 17(1), 17-30.
한남식, 어주경 (2012). 중학생의 대인관계 성향, 또래 괴롭힘, 사회적 지지와 사회적불안과의 관계. 생애학회지, 2(1), 71-84.
Adler, P. A., & Adler, P. (1998). Peer power:Preadolescent culture and identity. New Brunswick, NJ: Rutgers University Press.
Babcock, B., Marks, P. E., Crick, N. R., & Cillessen, A. H. (2014). Limited nomination reliability using single and multiple item measures. Social Development, 23(3), 518-536.
Bandura, A. (1977). Social learning theory. Oxford, England: Prentice-Hall.
Batanova, M., Espelage, D. L., & Rao, M. A. (2014). Early adolescents’ willingness to intervene: What roles do attributions, affect, coping, and self-reported victimization play? Journal of School Psychology, 52(3), 279-293
Boulton, M. J. (1995). Playground behaviour and peer interaction patterns of primary school boys classified as bullies, victims and not involved. British. Journal of Educational Psychology, 65(2), 165-177.
Cairns, R. B., Leung, M. C., Gest, S. D., & Cairns, B. D. (1995). A brief method for assessing social development: Structure, reliability, stability, and developmental validity of the interpersonal competence scale. Behavioral Research and Therapy, 33(6), 725-736.
Cillessen, A. H. N., & Borch, C. (2006). Developmental trajectories of adolescent popularity: Aggressive Peer Norms and Friendship Dynamics modeling analysis. Journal of Adolescence, 29(6), 935-959
Espelage, D. L., Bosworth, K., & Simon, T. R. (2001). Short-term stability and prospective correlates of bullying in middle-school students: An examination of potential demographic, psychosocial, and environmental influences. Violence and Victims, 16(4), 411-426.
Fortuin, J., vanGeel, M., & Vedder, P. (2014). Peer influences on internalizing and externalizing problems among adolescents:A longitudinal social network analysis. Journal of Youth and Adolescence, 44(4), 887-897.
Gini, G., & Pozzoli, T. (2009). Association between bullying and psychosomatic problems:A Meta-analysis. Pediatrics, 12(3), 1059-1065.
Golmaryami, F. N., Frick, P. J., Hemphill, S. A., Kahn, R. E., Crapanzano, A. M., & Terranova, A. M. (2016). The social, behavioral, and emotional correlates of bullying and victimization in a school-based sample. Journal of Abnormal Child Psychology, 44(2), 381-391.
Hawker, D. S. J., & Boulton, M. J. (2003). Twenty years’ research on peer victimization and psychosocial maladjustment: A metaanalytic review of cross-sectional studies. In M. E. Hertzig & E. A. Farber (Eds.), Annual progress in child psychiatry and child development (pp. 505-534). New York: Brunner-Routledge.
Hawley, P. H. (2003). Prosocial and coercive configurations of resource control in early adolescence: A case for the well-adapted Machiavellian. Merrill-Palmer Quarterly, 49(3), 279-309.
Hodges, E. V. E., Boivin, M., Vitaro, F., & Bukowski, W. M. (1999). The power of friendship: Protection against escalating cycle of peer victimization. Developmental Psychology, 35(1), 94-101.
Huisman, M., & Steglich, C. (2008). Treatment of non-response in longitudinal network studies. Social Networks, 30(4), 297-308.
Huitsing, G., Snijders, T. A. B., Van Duijn, M.A.J., & Veenstra, R. (2014). Victims, bullies, and their defenders: A longitudinal study of the coevolution of positive and negative networks. Development and Psychopathology, 26(3), 645-659.
Issacs, J., Voeten, M., & Salmivalli, C.(2013). Gender-specific or common classroom norms? Examining the contextual moderators of the risk for victimization. Social Development, 22(3), 555-579.
Kärnä, A., Voeten, M., Poskiparta, E., & Salmivalli, C. (2010). Vulnerable children in varying classroom contexts: Bystanders’behaviors moderate the effects of risk factorson victimization. Merrill-Palmer Quarterly, 56(3), 261-282.
Kärnä, A.,Voeten, M., Little, T., Poskiparta, E., Kaljonen, A., & Salmivalli, C. (2011). A large-scale evaluation of the KiVa anti-bullying program. Child Development, 82(1), 311-330.
Laninga-Wijnen, L., Ryan, A. M., Harakeh, Z., Shin, H., & Vollebergh, W. A. M. (2018). The moderating role of popular peers’goals in 5th and 6th graders’ achievement-related friendships: A social network analysis. Journal of Educational Psychology, 110(2), 289-307.
Lodder, G. M. A., Scholte, R. H. J., Cillessen, A. H. N., & Giletta, M. (2016). Bully victimization: Selection and influence within adolescent friendship networks and cliques. Journal of Youth and Adolescence, 45(1), 132-144
Logis, H. A., Rodkin, P. C., Gest, S. D., & Ahn, H. J. (2013). Popularity as an organizing factor of preadolescent friendship networks:Beyond prosocial and aggressive behavior. Journal of Research on Adolescence, 23(3), 413-423.
Merrin, G. J., Haye, J., Espelage, D. L., Ewing, B., Tucker, J. S., Hoover, M., & Green, H. D. (2018). The co-evolution of bullying perpetration, homophobic teasing, and a school friendship network. Journal of Youth and Adolescence, 47(3), 601-618.
Olweus, D. (1993). Bullying at school: What we know and what we can do. Oxford, UK:Blackwell.
Ojanen, T., Gronroos, M., & Salmivalli, C. (2005). Applying the interpersonal circumplex model to children’s social goals: connections with peer reported behavior and sociometric status. Developmental Psychology, 41, 699-710.
Peets, K., Pöyhönen, V., Juvonen, J., & Salmivalli, C. (2015). Classroom norms of bullying alter the degree to which children defend in response to their affective empathy and power. Developmental Psychology, 51(7), 913-920.
Pellegrini, A. D., & Long, J. D. (2002). A longitudinal study of bullying, dominance, and victimization during the transition from primary school through secondary school. British Journal of Developmental Psychology, 20(2), 259-280.
Pozzoli, T., Gini, G., & Vieno, A. (2012). The role of individual correlates and class norms in defending and passive bystanding behavior in bullying: A multilevel analysis. Child Development, 83(6), 1917-1931.
Prinstein, M. J., & Giletta, M. (2016). Peer relations and developmental psychopathology. In D. Cicchetti (Ed.), Developmental psychopathology (3rd ed.). Hoboken, NJ: Wiley.
Rambaran, J. A., Hopmeyer, A., Schwartz, D., Steglich, C., Badaly, D., & Veenstra, R. (2017). Academic functioning and peer influences: A short-term longitudinal study of network-behavior dynamics in middle adolescence. Child Development, 88(2), 523-543.
Rodkin, P. C., Ryan, A. M., Jamison, R., & Wilson, T. (2013). Social goals, social behavior, and social status in middle childhood. Developmental Psychology, 49(6), 1139-1150.
Rulison, K. L., Gest, S. D., & Loken, E. (2013). Social networks and physical aggression: The moderating role of gender and social status among peers. Journal of Research on Adolescence, 23(3), 437-449.
Salmivalli, C., Voeten, M., & Poskiparta, E. (2011). Bystander matter: Associations between reinforcing, defending, and the frequency of bullying behavior in classrooms. Journal of Child and Adolescent Psychology, 40(5), 668-676.
Sentse, M., Dijkstra, J. K., Salmivalli, C., & Cillessen, A. H. (2013). The dynamics of friendships and victimization in adolescence:A longitudinal social network perspective. Aggressive Behavior, 39(3), 229-238.
Sentse, M., Kiuru, N., Veenstra, R., & Salmivalli, C. (2014). A social network approach to the interplay between adolescents’ bullying and likeability overtime. Journal of Youth and Adolescence, 43(9), 1409-1420.
Shin, H. (2018a). The role of friends in help-seeking tendencies during early adolescence: Do classroom goal structures moderate selection and influence of friends? Contemporary Educational Psychology, 53, 135-145
Shin, H. (2017a). Friendship dynamics of adolescent aggression, pro-social behavior, and social status: the moderating role of gender. Journal of Youth and Adolescence, 46(11), 2305-2320.
Shin, H., & Ryan, A. M. (2017). Friend influence on early adolescent disruptive behavior in the classroom: Teacher emotional support matters. Developmental Psychology, 53(1), 114-125.
Shin, H., Ryan, A. M., & North, E. (2019). Friendship processes around prosocial and aggressive behaviors: The role of teacher-student relatedness and differences between elementary-school and middle-school classrooms. Merrill-Palmer Quarterly, 65(2), 232-263.
Sijtsema, J. J., Rambaran, J. A., & Ojanen, T. (2013) Overt and relational victimization and adolescent friendships: Selection, de-selection, and social influence. Social Influence, 8(2-3), 177-195.
Sijtsema, J. J., Rambaran, J. A., Caravita, S. C. S., & Gini, G. (2014). Friendship selection and influence in bullying and defending: Effects of moral disengagement. Developmental Psychology, 50(8), 2093-2104.
Steglich, C., Snijder, T. A. B., & Pearson, M. (2010). Dynamic networks and behavior:Separating selection from influence. Sociological Methodology, 40(1), 329-393.
Ttofi, M. M., Farrington, D. P., Losel, F., & Loeber, R. (2011). The predictive efficiency of school bullying versus later offending: A systematic/meta-analytic review of longitudinal studies. Criminal Behavior and Mental Health, 21(2), 80-89.
Veenstra, R., Dijkstra, J. K., Steglich, C., & Van Zalk, M. H. (2013). Network-behavior dynamics. Journal of Research on Adolescence, 23(3), 399-412.
Veenstra, R., Lindenberg, S. M., Zijlstra, B. J. H., De Winter, A. F., Verhulst, F. C., & Ormel, J. (2007). The dyadic nature of bullying and victimization: Testing a dual-perspective theory. Child Development, 78(6), 1843-1854.
Veenstra, R., & Steglich, C. (2012). Actor-based model for network and behavior dynamics: A tool to examine selection and influence processes. In B. Laursen, T. D. Little, and N. A. Card (Eds.), Handbook of developmental research methods. (pp. 598-618). New York:Guilford Press.