ABSTRACT Previous research suggests that lower socioeconomic status (SES) adolescents bully more than their higher-SES peers. This paper tests whether aggression-related mindsets, defined as mindsets that theoretically influence aggressive behavior, explain the relationship between SES and bullying engagement among adolescents. Using a large and diverse dataset of survey responses from secondary students in the U.S. (N = 146,044 students, 30% White, 70% students of color from 5th-12th grade), this study applies structural regression modeling with complex survey data analysis. Results suggest that differences in aggression-related mindsets, including feelings of academic efficacy, feelings of purpose, global self-esteem, academic-status insecurity, school-related anger, and school-related happiness account for almost half of the relationship between SES and bullying. Students’ school-related anger is the strongest direct predictor of bullying (0.88 standard deviation), which suggests that strategies to reduce adolescent bullying are more effective if they teach anger-reducing skills or eliminate the root causes of students’ school-related anger.

中文翻译：

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与侵略相关的心态如何解释欺凌行为中的 SES 差异

摘要 先前的研究表明，社会经济地位 (SES) 较低的青少年比社会经济地位较高的同龄人更欺负人。本文测试了与侵略相关的心态（定义为理论上影响侵略行为的心态）是否解释了社会经济地位与青少年欺凌行为之间的关系。本研究使用来自美国中学生（N = 146,044 名学生，30% 的白人，70% 的 5 至 12 年级有色人种学生）的庞大而多样的调查回复数据集，将结构回归建模与复杂的调查数据分析相结合。结果表明，与攻击性相关的心态存在差异，包括学业效能感、目标感、全球自尊、学业状态不安全感、与学校相关的愤怒、在 SES 与欺凌之间的关系中，学校相关的幸福感几乎占了一半。学生与学校相关的愤怒是欺凌的最强直接预测因子（0.88 标准差），这表明，如果教授减少愤怒的技能或消除学生与学校相关的愤怒的根源，减少青少年欺凌的策略会更有效。