Download full text
(392.0Kb)
Citation Suggestion
Please use the following Persistent Identifier (PID) to cite this document:
https://nbn-resolving.org/urn:nbn:de:0168-ssoar-261501
Exports for your reference manager
The relationship between bullying roles and children's everyday dyadic interactions
[journal article]
Abstract This study investigated the behaviour and communication of seven- to eight-year-old children during a dyadic computer task. The children participating were identified by peers as (a) initiators of bullying (‘Bullies’), (b) defenders of those victimised ('Defenders') and (c) those who generally do n... view more
This study investigated the behaviour and communication of seven- to eight-year-old children during a dyadic computer task. The children participating were identified by peers as (a) initiators of bullying (‘Bullies’), (b) defenders of those victimised ('Defenders') and (c) those who generally do not take on a consistent role in relation to bullying ('Non-Role' children). Children were videotaped during the task and the interaction was coded, 34 dyads participated. Defenders used significantly higher levels of supportive communication such as explanation and guidance than Bullies. The task performance of dyads consisting of Defenders with Non-Role children was significantly superior to that of dyads comprising Bullies plus Non-role children. The behaviour of the Non-Role children was influenced according to whether they were working with a Bully, a Defender or another Non-Role child. The study suggests that the roles that children adopt in relation to bullying influence their behaviour in other, non-bullying contexts.... view less
Keywords
computer
Classification
Social Psychology
Free Keywords
bullying; interaction; verbal communication
Document language
English
Publication Year
2011
Page/Pages
p. 272-293
Journal
Social Development, 20 (2011) 2
DOI
https://doi.org/10.1111/j.1467-9507.2010.00597.x
Status
Postprint; peer reviewed
Licence
PEER Licence Agreement (applicable only to documents from PEER project)