@article{ref1,
title="How aggression-related mindsets explain SES-differences in bullying behavior",
journal="Emotional and behavioural difficulties",
year="2019",
author="Dietrich, Lars and Zimmermann, David",
volume="24",
number="2",
pages="181-195",
abstract="Previous research suggests that lower socioeconomic status (SES) adolescents bully more than their higher-SES peers. This paper tests whether aggression-related mindsets, defined as mindsets that theoretically influence aggressive behavior, explain the relationship between SES and bullying engagement among adolescents. Using a large and diverse dataset of survey responses from secondary students in the U.S. (N = 146,044 students, 30% White, 70% students of color from 5th-12th grade), this study applies structural regression modeling with complex survey data analysis. <br><br>RESULTS suggest that differences in aggression-related mindsets, including feelings of academic efficacy, feelings of purpose, global self-esteem, academic-status insecurity, school-related anger, and school-related happiness account for almost half of the relationship between SES and bullying. Students' school-related anger is the strongest direct predictor of bullying (0.88 standard deviation), which suggests that strategies to reduce adolescent bullying are more effective if they teach anger-reducing skills or eliminate the root causes of students' school-related anger.<p /> <p>Language: en</p>",
language="en",
issn="1363-2752",
doi="10.1080/13632752.2019.1591032",
url="http://dx.doi.org/10.1080/13632752.2019.1591032"
}