@article{ref1,
title="Individual and social network predictors of the short-term stability of bullying victimization in the United Kingdom and Germany",
journal="British journal of educational psychology",
year="2012",
author="Sapouna, Maria and Wolke, Dieter and Vannini, Natalie and Watson, Scott and Woods, Sarah and Schneider, Wolfgang and Enz, Sibylle and Aylett, Ruth",
volume="82",
number="Pt 2",
pages="225-240",
abstract="Background.  There is still relatively little research on the social context within which bullying develops and remains stable. Aim.  This study examined the short-term stability of bullying victimization among primary school students in the United Kingdom and Germany (mean age, 8.9 years) and the individual and social network factors that contributed to remaining a victim of bullying. Sample.  The sample consisted of 454 children (247 males and 207 females). Methods.  Participants completed questionnaires on bullying victimization at three assessment points over a 9-week period. Other measures consisted of self-reported demographic, peer, and family relationship characteristics. Social network indices of density, reciprocity, and hierarchy were constructed using friendship and peer acceptance nominations. Results.  Relative risk analyses indicated a six-fold increased risk of remaining a victim at consequent follow-ups, compared to a child not victimized at baseline becoming a victim over the follow-up period. Individual characteristics explained substantially more variance in the stability of bullying victimization than class-level factors. Hierarchical logistic regression analyses revealed that being victimized by siblings and being rejected by peers predicted remaining a victim over a 9-week period. Conclusions.  Bullying victimization among primary school students proved moderately stable over a 9-week period. Individual characteristics were more influential in predicting the stable victim role than class-level factors. Our findings have implications for the identification of stable victims in primary school and early preventative bullying programs.<p /> <p>Language: en</p>",
language="en",
issn="0007-0998",
doi="10.1111/j.2044-8279.2011.02022.x",
url="http://dx.doi.org/10.1111/j.2044-8279.2011.02022.x"
}