The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.
Connections between attitudes, group norms, and behaviour in bullying situations
Abstract
We examined the connections between attitudes, group norms, and students’ behaviour in bullying situations (bullying others, assisting the bully, reinforcing the bully, defending the victim, or staying outside bullying situations). The participants were 1220 elementary school children (600 girls and 620 boys) from 48 school classes from Grades four, five, and six, i.e., 9–10, 10–11, and 11–12 years of age. Whereas attitudes did predict behaviour at the student level in most cases (although the effects were moderate after controlling for gender), the group norms could be used in explaining variance at the classroom level, especially in the upper grades. The class context (even if not classroom norms specifically) had more effect on girls’ than on boys’ bullying-related behaviours.
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Citations
Cites
Hawker, D. S. J., & Boulton, M. J. (2000) · Journal of Child Psychology and Psychiatry · doi:10.1111/1469-7610.00629 · Cited by 2,694
Developmental changes in conformity to peers and parents.
Berndt, T. J. (1979) · Developmental Psychology · doi:10.1037/0012-1649.15.6.608 · Cited by 905
Trafimow, D., & Finlay, K. A. (1996) · Personality and Social Psychology Bulletin · doi:10.1177/0146167296228005 · Cited by 441
Cited by
Peer Interactions, Relationships, and Groups
Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2007) · Handbook of Child Psychology · doi:10.1002/9780470147658.chpsy0310 · Cited by 2,755
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-citationWhat Can Be Done About School Bullying?: Linking Research to Educational Practice
Swearer, S. M., Espelage, D. L., Vaillancourt, T., & Hymel, S. (2010) · Educational Researcher · doi:10.3102/0013189x09357622 · Cited by 672
Understanding the psychology of bullying: Moving toward a social-ecological diathesis–stress model.
Swearer, S. M., & Hymel, S. (2015) · American Psychologist · doi:10.1037/a0038929 · Cited by 666
Salmivalli, C., Voeten, M., & Poskiparta, E. (2011) · Journal of Clinical Child & Adolescent Psychology · doi:10.1080/15374416.2011.597090 · Cited by 597
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Metadata
- Authors
- Salmivalli, C., & Voeten, M.
- Venue
- International Journal of Behavioral Development
- Publisher
- SAGE Publications
- Published
- 2004-05
- Volume
- 28
- Issue
- 3
- Pages
- 246-258
- ISSN
- 0165-0254 (ISSN-L)
- 1464-0651
- OpenAlex
- W2146000145
- Cited by
- 777
- References
- 3
- FWCI
- 10.37
- Type
- journal article
- Language
- en
- Open access
- closed
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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.
