ABSTRACT

The study investigated the longitudinal relations between students’ roles in bullying (i.e., bullying, defending, and victimization) and social status within the class. Moreover, we tested the hypothesis that students’ perception of their own status may mediate these relations. A sample of 432 early adolescents completed peer nominations for behavior and status and a self-report on perceived social status. Path analysis showed a positive bidirectional relation between bullying others and popularity. Moreover, low popularity and low self-perceived social preference emerged as significant risk factors for victimization. Finally, defending behavior positively predicted social preference over time, but neither social preference nor popularity predicted this behavior 1 year later. However, students’ perception of being low in popularity and high in social preference acted as driving forces for defending. Findings highlighted perceived social status as an important construct in explaining the relationship between students’ role in bullying and their status within the class.

摘要

该研究调查了学生在欺凌中的角色（即欺凌，捍卫和受害）与班级中社会地位之间的纵向关系。此外，我们检验了以下假设：学生对自身地位的感知可能会介导这些关系。432名早期青少年的样本完成了行为和地位的同伴提名，并完成了关于感知社会地位的自我报告。路径分析显示，欺凌他人与受欢迎程度之间存在正向双向关系。此外，低知名度和低自我感知的社会偏好已成为受害的重要风险因素。最后，捍卫行为积极地预测了一段时间内的社会偏好，但一年后无论是社会偏好还是知名度都没有预测到这种行为。然而，学生对受欢迎程度低，社会偏好高的看法是捍卫的动力。调查结果强调了社会地位感是解释学生欺凌行为与其在课堂上地位之间关系的重要构造。