Peer victimization in single-grade and multigrade classrooms

J. Ashwin Rambaran*, Marijtje A. J. van Duijn, Jan Kornelis Dijkstra, Rene Veenstra

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

2 Citations (Scopus)
108 Downloads (Pure)

Abstract

Although peer victimization mainly takes place within classrooms, little is known about the impact of the classroom context. To this end, we examined whether single-grade and multigrade classrooms (referring to classrooms with one and two grades in the same room) differ in victim-bully relationships in a sample of elementary school children (646 students; age 8-12 years; 50% boys). The occurrence of victim-bully relationships was similar in single-grade and multigrade classrooms formed for administrative reasons, but lower in multigrade classrooms formed for pedagogical reasons. Social network analyses did not provide evidence that peer victimization depended on age differences between children in any of the three classroom contexts. Moreover, in administrative multigrade classrooms, cross-grade victim-bully relationships were less likely than same-grade victim-bully relationships. The findings did not indicate that children in administrative multigrade classrooms are better or worse off in terms of victim-bully relationships than are children in single-grade classrooms.

Original languageEnglish
Pages (from-to)561-570
Number of pages10
JournalAggressive Behavior
Volume45
Issue number5
Early online date26-Jun-2019
DOIs
Publication statusPublished - Sep-2019

Keywords

  • classroom context
  • dominance
  • evolutionary
  • peer victimization
  • social networks
  • PARTICIPANT ROLES
  • AGE CLASSES
  • ADOLESCENCE
  • PREDICTORS
  • CHILDHOOD
  • BEHAVIOR

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