@article{ref1,
title="What makes a defender? A multilevel study of individual correlates and classroom norms in explaining defending behaviors",
journal="School psychology review",
year="2018",
author="Lucas-Molina, Beatriz and Giménez-Dasí, Marta and Fonseca-Pedrero, Eduardo and Perez-Albeniz, Alicia",
volume="47",
number="1",
pages="34-44",
abstract="This study examines the interplay between individual characteristics (social status, provictim attitudes, and family messages about conflict resolution) and classroom descriptive and injunctive norms (peer victimization behaviors and bullying-related beliefs, respectively) in explaining defending behavior. For this purpose, we used a representative sample of 2,050 Spanish primary school children (50.80% girls) from grades 3-6 (M = 9.80 years; SD = 1.24), nested within 103 classrooms in 27 schools. Multilevel modeling analyses showed that both individual and class characteristics helped to explain defending behavior. In addition, random slopes revealed that children with a high social status were more likely to support victims in classrooms where bullying was less accepted. These results expand previous findings in this field, demonstrating the need for a multilevel and interactive approach to the study of defending behavior.<p /> <p>Language: en</p>",
language="en",
issn="0279-6015",
doi="10.17105/SPR-2017-0011.V47-1",
url="http://dx.doi.org/10.17105/SPR-2017-0011.V47-1"
}