Citation

Mapes AR, Scafe M, Mutignani LM, Rodriguez JH, Pastrana FA, Gregus S, Craig JT, Cavell TA. J. School Violence 2020; 19(4): 470-484.

Copyright

(Copyright © 2020, Informa - Taylor and Francis Group)

DOI

10.1080/15388220.2020.1738942

PMID

unavailable

Abstract

We examined the tendency for high status children to bully their classmates. Children liked by peers only (LPO), liked by teachers only (LTO), liked by both (Both), liked by neither (Neither), and children with average peer and teacher liking (Average) were compared on self-, teacher-, and peer-reported bullying. Participants were 676 fourth-grade children (50.7% girls). Children in the Neither group evinced the highest level of bullying, which increased significantly from fall to spring. We found little evidence that children in the Both group differed from other groups or that their bullying increased over time. Self-reported physical bullying increased for boys in the LPO and Average groups and for girls in the LTO and Neither groups. Gender-specific findings have implications for researchers and practitioners.

Language: en

Keywords

Bullying; elementary school; likability; peers; social status; teacher