Citation

Laninga-Wijnen L, Malamut ST, Garandeau CF, Salmivalli C. J. Res. Adolesc. 2023; ePub(ePub): ePub.

Copyright

(Copyright © 2023, John Wiley and Sons)

DOI

10.1111/jora.12847

PMID

37000023

Abstract

This study examined bidirectional associations between students' bully-directed defending behavior and their peer status (being liked or popular) and tested for the moderating role of empathy, gender, and classroom anti-bullying norms. Three waves of data were collected at 4-5-month time intervals among 3680 Finnish adolescents (M(age)  = 13.94, 53.0% girls). Cross-lagged panel analyses showed that defending positively predicted popularity and, to a larger degree, being liked over time. No moderating effect of empathy was found. Popularity was more strongly predictive of defending, and defending was more strongly predictive of status among girls than among boys. Moreover, the positive effects of both types of status on defending were-albeit to a limited extent-stronger in classrooms with higher anti-bullying norms.

Language: en

Keywords

norms; defending; peer status