The positive relationship between popularity goals and bullying in early adolescence is documented in many studies. The aim of the current study was to investigate the relationship between student social goals of two types (popularity and social preference) and bullying in a diverse sample of early and middle adolescents. Additionally, we aimed to investigate both individual (self-perceived popularity and social status insecurity) and classroom-level (the classroom variability in self-perceived popularity) moderators of the relationship between popularity goals and bullying. A total of 2039 students (59.48% girls; mean age 15.48 years) nested within 106 classrooms participated in the study. Using a cross-sectional research design, we found that popularity goals were a positive predictor of bullying, while social preference goals were a negative predictor. Self-perceived popularity and social status insecurity were found to moderate the relationship between popularity goals and bullying; higher levels of bullying were reported by students with high popularity goals and high self-perceived popularity or high social status insecurity. In addition, popularity goals were a stronger predictor of bullying for students in classrooms with higher classroom variability in self-perceived popularity.

中文翻译：

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社会目标和欺凌：检查自我感知受欢迎程度、社会地位不安全感和受欢迎程度的课堂可变性的调节作用

许多研究都记录了青春期早期的受欢迎程度目标与欺凌之间的正相关关系。本研究的目的是调查两种类型的学生社会目标（受欢迎程度和社会偏好）与早期和中期青少年不同样本中的欺凌行为之间的关系。此外，我们旨在调查受欢迎度目标与欺凌之间关系的个人（自我感知受欢迎程度和社会地位不安全感）和课堂水平（自我感知受欢迎程度的课堂变异性）调节因素。共有 2039 名学生（59.48% 的女生；平均年龄 15.48 岁）在 106 间教室中参与了这项研究。使用横断面研究设计，我们发现人气目标是欺凌的积极预测因素，而社会偏好目标是一个负面预测因素。发现自我感知的受欢迎程度和社会地位不安全感可以调节受欢迎程度目标与欺凌之间的关系；具有高人气目标和高自我感知人气或高社会地位不安全感的学生报告了更高程度的欺凌行为。此外，人气目标更能预测课堂上学生的欺凌行为，而课堂自我感知人气的差异性更高。