Liking and disliking relations toward victimized students in varying classroom contexts
| Autoři | |
|---|---|
| Rok publikování | 2024 |
| Druh | Konferenční abstrakty |
| Fakulta / Pracoviště MU | |
| Citace | |
| Popis | Victims of bullying have lower opportunities for friendships, particularly in classrooms with low numbers of victims and this process contributes to the healthy context paradox, i.e., heightened adverse outcomes of victimization in these classrooms. This study examined the healthy context paradox for school detachment and examined relevant relational dynamics, specifically how peers form friendships (operationalized as mutual liking) and disliking toward victimized classmates in varying classroom contexts. The study employed a follow-up design with two time-points (with a 6-month interval) and used an age-homogeneous sample of 39 classrooms of early adolescents (N?=?751; 50.6% girls; Mage at Time 1?=?12.93?years, SD?=?0.41). Co-development of liking and disliking of victims from the side of bullies, other victims, and defenders was investigated by stochastic actor-based modeling. Overall, while victimization did not decrease one's friendships, it increased chances of being more disliked. Importantly, a healthy context paradox was documented for the link between victimization and being disliked such as that victims were less disliked in classrooms with higher rates of victims. There was no selection effect among victims, bullies were not less likely to befriend with victims or more likely to dislike them, and defenders were not more likely to befriend with victims or less likely to dislike them. Next, we found a trend that victims tended to dislike one another, which is an alarming result that should be further investigated. Overall, the study gained important insights about how peers form friendships (operationalized as mutual liking) and disliking toward victimized classmates in varying classroom contexts. |
| Související projekty: |