Citation

Kollerová L, Yanagida T, Mazzone A, Soukup P, Strohmeier D. J. Youth Adolesc. 2018; 47(11): 2424-2439.

Affiliation

Norwegian Centre for Learning Environment and Behavioural Research in Education, University of Stavanger, Postboks 8600 Forus, 4036, Stavanger, Norway.

Copyright

(Copyright © 2018, Holtzbrinck Springer Nature Publishing Group)

DOI

10.1007/s10964-018-0918-2

PMID

30167982

Abstract

Norms have been suggested as important characteristics of the social-ecological context for defending victimized peers, but little is known about the contribution of student perceived injunctive norms (regarding the appropriateness of defending) imposed by peers and teachers. To investigate the role of these norms in defending, a sample of 751 early adolescents (51% female; M_age at Time 1:13 years) was assessed at two time points. Defending, as measured by peer- and self-ratings, decreased slightly over a six-month timespan. Three-level models (with time, students, and classrooms as the levels) indicated that both individual- and classroom-level perceived peer injunctive norms (but not teacher injunctive norms) had positive effects on defending over time regardless of the source of the information on defending (peers or self). These findings support programs that encourage defending through peer norms.

Language: en

Keywords

Defending; Peer injunctive norms; Peer relations; Peer victimization; Teacher injunctive norms