Citation

Romera EM, Bravo A, Ortega-Ruiz R, Veenstra R. PLoS One 2019; 14(10): e0223499.

Affiliation

Sociology Department, University of Groningen, Groningen, Netherlands.

Copyright

(Copyright © 2019, Public Library of Science)

DOI

10.1371/journal.pone.0223499

PMID

31600295

Abstract

The aim of this study was to examine differences in perceived popularity and social preference of bullying roles and class norms. In total, 1,339 students (48% girls) participated: 674 primary school (M = 10.41 years, SD = 0.49) and 685 secondary school students (M = 12.67 years, SD = 0.80). Peer nominations and perceptions of class norms were collected. The results showed the highest perceived popularity among aggressors and defenders, except in anti-bullying primary school classes, where aggressors had low levels of popularity. In pro-bullying secondary school classes school, female victims had the lowest popularity levels. These findings suggest that class norms and personal variables as gender and school levels are important to understand bullying roles. Practical implications are discussed to guide teachers and practitioners according to the importance to adapt antibullying programs to the characteristics of the group in each school level and gender.

Language: en