@article{ref1,
title="Challenging the "'mean kid"' perception: boys' and girls' profiles of peer victimization and aggression from 4th to 10th grades",
journal="Journal of interpersonal violence",
year="2021",
author="Olivier, Elizabeth and Morin, Alexandre J. S. and Vitaro, Frank and Galand, Benoit",
volume="ePub",
number="ePub",
pages="ePub-ePub",
abstract="Student involvement in peer aggression is assumed to include the uninvolved, victims, aggressors, and victim-aggressor groups. Yet, evidence supporting this four-group configuration is equivocal. Although most studies report the four groups, several of the aggressor groups could have been labeled as moderate victim-aggressors. This study first reviews studies identifying subgroups of students involved in verbal, relational, and physical aggression. The study then assesses students' perceived involvement in elementary (n = 2,071; Grades 4-6) and secondary school (n = 1,832; Grades 7-10), as well as the associations with outcomes (school belonging, depressive thoughts, and perceived school violence). Latent profile analysis identified three profiles (uninvolved, victim-only, and victim-aggressor) across all grades and genders. In primary school, the uninvolved, victim, and victim-aggressor respectively included 54.56%, 37.51%, and 7.83% of the girls, and 44.23%, 31.92%, and 23.85% of the boys. In secondary school, the uninvolved, victim, and victim-aggressor respectively included 80.16%, 14.93% and 4.91% of the girls, and 64.31%, 22.95% and 12.74% of the boys. Victims and victim-aggressors reported poorer adjustment than uninvolved students. Victims and victim-aggressors reported lower levels of school belonging and higher levels of depressive thoughts than uninvolved students. Also, victim-aggressors perceived more violence in their school than victims and uninvolved students, and victims perceived more violence than uninvolved students. These findings question the existence of an aggressor-only profile, at least, according to student perception, suggesting the need for a new perspective when intervening with students involved in peer aggression.<p /> <p>Language: en</p>",
language="en",
issn="0886-2605",
doi="10.1177/0886260521997949",
url="http://dx.doi.org/10.1177/0886260521997949"
}