Existing literature has mostly explained the occurrence of bullying victimization by individual socioemotional maladjustment. Instead, this study tested the person-group dissimilarity model (Wright et al., Journal of Personality and Social Psychology, 50: 523–536, 1986) by examining whether individuals’ deviation from developmentally important (relational, socio-behavioral, and physical) descriptive classroom norms predicted victimization. Adolescents (N = 1267, k = 56 classrooms; M_age = 13.2; 48.7% boys; 83.4% Dutch) provided self-reported and peer-nomination data throughout one school year (three timepoints). Results from group actor–partner interdependence models indicated that more person-group dissimilarity in relational characteristics (fewer friendships; incidence rate ratios [IRR]_T2 = 0.28, IRR_T3 = 0.16, fewer social media connections; IRR_T3 = 0.13) and, particularly, lower disruptive behaviors (IRR_T2 = 0.35, IRR_T3 = 0.26) predicted victimization throughout the school year.

中文翻译：

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欺凌的受害者主要是社会排斥者吗？人与群体在关系、社会行为和身体特征方面的差异作为受害的预测因素


现有文献大多通过个人社会情绪失调来解释欺凌受害的发生。相反，本研究通过检查个体是否偏离了重要的发展（关系、社会行为和身体）来测试人-群体差异模型（Wright 等人， 《人格与社会心理学杂志》 ，50：523-536，1986）。 ）描述性课堂规范预示着受害。青少年（ N = 1267， k = 56 个教室； M_年龄= 13.2；48.7% 男孩；83.4% 荷兰人）提供了整个学年（三个时间点）的自我报告和同伴提名数据。群体参与者-合作伙伴相互依赖模型的结果表明，人与群体在关系特征上存在更多差异（友谊较少；发生率比 [IRR] _T2 = 0.28，IRR _T3 = 0.16，社交媒体联系较少；IRR _T3 = 0.13），特别是，较低的破坏性行为（IRR _T2 = 0.35，IRR _T3 = 0.26）预测整个学年的受害情况。