The DOI matches its Crossref record; 61 of the 61 references it cites were found in a registry or an index.
Empirical test of bullies' status goals: assessing direct goals, aggression, and prestige
Open accessAbstract
The literature suggests that status goals are one of the driving motivations behind bullying behavior, yet this conjecture has rarely if ever been examined empirically. This study assessed status goals in three ways, using dyadic network analysis to analyze the relations and goals among 10–11 and 14–15 year olds in 22 school classes (N boys=225; N girls=277). As a validation bullies were contrasted with victims. Bullies had direct status goals (measured with the Interpersonal Goal Inventory for Children) and showed dominance as measured with proactive aggression. Moreover, as predicted from a goal perspective, bullying behavior was related to prestige in terms of perceived popularity. In contrast, victims lacked status goals, were only reactively aggressive, and low on prestige. That being popular is not the same as being liked could be shown by the fact that bullies were just as rejected as victims by their classmates. Eighth‐grade bullies had more direct status goals than fourth‐grade bullies, possibly indicating that striving for the popularity component of status increases in early adolescence. Aggr. Behav. 35:57–67, 2009. © 2008 Wiley‐Liss, Inc.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Crick, N. R., & Dodge, K. A. (1994) · Psychological Bulletin · doi:10.1037/0033-2909.115.1.74 · Cited by 5,510
Bullying at school: what we know and what we can do
(1994) · Choice Reviews Online · doi:10.5860/choice.32-1080 · Cited by 4,765
Bullying Behaviors Among US Youth: Prevalence and Association With Psychosocial Adjustment
Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, W. J., Simons-Morton, B., & Scheidt, P. (2001) · JAMA · doi:10.1001/jama.285.16.2094 · Cited by 3,798
Social-information-processing factors in reactive and proactive aggression in children’s peer groups
Dodge, K. A., & Coie, J. D. (1987) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.53.6.1146 · Cited by 2,546
Bullying as a group process: Participant roles and their relations to social status within the group
Salmivalli, C., Lagerspetz, K., Björkqvist, K., Österman, K., & Kaukiainen, A. (1998) · Aggressive Behavior · doi:10.1002/(sici)1098-2337(1996)22:1<1::aid-ab1>3.0.co;2-t · Cited by 2,019
Self-citationSocial Information-Processing Mechanisms in Reactive and Proactive Aggression
Crick, N. R., & Dodge, K. A. (1996) · Child Development · doi:10.1111/j.1467-8624.1996.tb01778.x · Cited by 1,981
Handbook of peer interactions, relationships, and groups
(2009) · Choice Reviews Online · doi:10.5860/choice.46-6491 · Cited by 1,931
Olweus, D. (1994) · The Plenum Series in Social/Clinical Psychology · doi:10.1007/978-1-4757-9116-7_5 · Cited by 1,890
Aggression in the schools : bullies and whipping boys
Olweus, D. (1978) · Medical Entomology and Zoology · Cited by 1,731
Raine, A., Dodge, K., Loeber, R., Gatzke‐Kopp, L., Lynam, D., Reynolds, C., Stouthamer‐Loeber, M., & Liu, J. (2006) · Aggressive Behavior · doi:10.1002/ab.20115 · Cited by 1,652
Cited by
Kowalski, R. M., Giumetti, G. W., Schroeder, A. N., & Lattanner, M. R. (2014) · Psychological Bulletin · doi:10.1037/a0035618 · Cited by 3,266
Bullying and the peer group: A review
Salmivalli, C. (2010) · Aggression and Violent Behavior · doi:10.1016/j.avb.2009.08.007 · Cited by 1,757
Self-citationBullying in Schools: The Power of Bullies and the Plight of Victims
Juvonen, J., & Graham, S. (2014) · Annual Review of Psychology · doi:10.1146/annurev-psych-010213-115030 · Cited by 907
Bullying in schools: the state of knowledge and effective interventions
Menesini, E., & Salmivalli, C. (2017) · Psychology, Health & Medicine · doi:10.1080/13548506.2017.1279740 · Cited by 804
Self-citationThe evolutionary basis of risky adolescent behavior: Implications for science, policy, and practice.
Ellis, B. J., Del Giudice, M., Dishion, T. J., Figueredo, A. J., Gray, P., Griskevicius, V., Hawley, P. H., Jacobs, W. J., James, J., Volk, A. A., et al. (2012) · Developmental Psychology · doi:10.1037/a0026220 · Cited by 745
Metadata
- Authors
- Sijtsema, J. J., Veenstra, R., Lindenberg, S., & Salmivalli, C.
- Venue
- Aggressive Behavior
- Publisher
- Wiley
- Published
- 2008-10-16
- Volume
- 35
- Issue
- 1
- Pages
- 57-67
- ISSN
- 0096-140X (ISSN-L)
- 1098-2337
- OpenAlex
- W1978228135
- Cited by
- 395
- References
- 61
- FWCI
- 17.37
- Type
- journal article
- Language
- en
- Open access
- green
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Empirical test of bullies' status goals: assessing direct goals, aggression, and prestige. https://app.cochat.ai/papers/10.1002/ab.20282
- The paper
- Sijtsema, J. J., Veenstra, R., Lindenberg, S., & Salmivalli, C. (2009). Empirical test of bullies' status goals: assessing direct goals, aggression, and prestige. Aggressive Behavior. https://doi.org/10.1002/ab.20282
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
