This study analyzed how social and emotional competencies evolved according to adolescents’ involvement in bullying, and whether gender influenced social and emotional competencies’ development. Five-hundred-fourteen students (M_age = 12.71; SD = 1.09) were assessed through self-reports at three different time points for one year. Results showed that students involved in the three analyzed bullying roles displayed a more negative trajectory in all but one social emotional competence analyzed compared to students not involved in bullying. The exception was students who bullied others for responsible decision making. Additionally, gender differences were only found in self-esteem trajectories; boys displayed a more pronounced decrease. In larger classes, students displayed higher levels of self-control, social awareness and responsible decision-making. These results showed that reduced social and emotional competencies were a consequence of bullying involvement for every bullying role analyzed.

这项研究分析了如何根据青少年对欺凌的参与来发展社交和情感能力，以及性别是否影响社交和情感能力的发展。514名学生（M_年龄 = 12.71；SD = 1.09）通过一年中三个不同时间点的自我报告进行评估。结果表明，与参与欺凌行为的学生相比，参与三种分析的欺凌角色的学生在除一项社交情感能力之外的所有社交行为中均表现出更大的负面轨迹。例外的是学生因为负责任的决策而欺负他人。此外，性别差异仅存在于自尊轨迹中。男孩的跌幅更为明显。在较大的班级中，学生表现出较高的自我控制，社会意识和负责任的决策能力。这些结果表明，社交和情感能力的下降是分析每个欺凌角色时参与欺凌行为的结果。