The dyadic nature of bullying and victimization: Testing a dual-perspective theory

R. Veenstra, S.M. Lindenberg, B.J H Zijlstra, A.F. De Winter, F.C. Verhulst, J. Ormel

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Abstract

For this study, information on Who Bullies Who was collected from 54 school classes with 918 children (M age = 11) and 13,606 dyadic relations. Bullying and victimization were viewed separately from the point of view of the bully and the victim. The two perspectives were highly complementary. The probability of a bully-victim relationship was higher if the bully was more dominant than the victim, and if the victim was more vulnerable than the bully and more rejected by the class. In a bully-victim dyad, boys were more often the bullies. There was no finding of sex effect for victimization. Liking reduced and disliking increased the probability of a bully-victim relationship.

Original languageEnglish
Pages (from-to)1843-1854
Number of pages12
JournalChild Development
Volume78
Issue number6
DOIs
Publication statusPublished - Dec-2007

Keywords

  • AGGRESSOR-VICTIM RELATIONSHIPS
  • SOCIAL-RELATIONS MODEL
  • EARLY ADOLESCENCE
  • PEER GROUPS
  • SCHOOL
  • CHILDREN
  • BULLIES
  • BOYS
  • CONSEQUENCES
  • PERCEPTIONS

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