Stability and change in student classroom composition and its impact on peer victimization

• Autores: J. Ashwin Rambaran, Marijtje A. J. van Duijn, Jan Kornelis Dijkstra, René Veenstra
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 112, Nº. 8, 2020, págs. 1677-1691
• Idioma: inglés
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• Dialnet Métricas: 1 Cita
• Resumen

  • Although peer victimization in school mainly takes place between children in the same classroom or grade and bullying is generally seen as a group process, little is known about how stability and change in classroom composition affect peer victimization. Hence, this study addressed the following questions: (a) Are newcomers in the classroom more likely to become victims? (b) Does a stable classroom, where children generally have the same classmates over time, lead to less change in bully nominations? To address these questions, this article examined 3 waves of bully nominations in a sample of 3,254 children (50% boys; age 8–12) in 31 elementary schools, displaying three types of schools: stable or unstable administrative or pedagogical multigrade. Both research questions were answered by longitudinal social network analyses of the school-wide networks. The meta-analyzed results of these analyses with small effect sizes showed that (a) although stable classrooms do not necessarily show less change in bully nominations than in unstable classrooms, victim-bully ties are more likely to develop among students in the same grade or same classroom and (b) newcomers were more likely to become victims, more so in unstable schools than in stable schools. (PsycInfo Database Record (c) 2020 APA, all rights reserved)