Examining within-person and between-person associations of family violence and peer deviance on bullying perpetration among middle school students.

Grant, Nickholas J.; Merrin, Gabriel J.; King, Matthew T.; Espelage, Dorothy L.

doi:10.1037/vio0000210

Cited by 12 publications

(8 citation statements)

References 37 publications

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“…For the second part in our mediation model (i.e., deviant peer affiliation → bullying perpetration), we found that deviant peer affiliation was significantly positively associated with bullying perpetration. This finding is in line with the social development model (Farrington et al, 2018), as well as the previous research indicating that adolescents with higher levels of deviant peer affiliation display more bullying perpetration (Grant et al, 2019; Hong et al, 2017; Wang et al, 2020). That is, peers can particularly affect adolescents’ development and behavior socialization.…”

Section: Discussionsupporting

confidence: 91%

“…Consistent with this notion, many empirical studies have found that deviant peer affiliation significantly predicts adolescents’ problem behavior (Cutrín et al, 2019; Hinnant et al, 2016; Zhu et al, 2016;). Numerous cross-sectional studies have found that adolescents who affiliate with deviant peers are more likely to bully others (Grant et al, 2019; Lin et al, 2018; Tian et al, 2019; Wang et al, 2020). Furthermore, two longitudinal studies further confirm that deviant peer affiliation significantly predicts adolescents’ bullying perpetration (Cho et al, 2017; Hong et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Teacher–student relationship and adolescents’ bullying perpetration: A moderated mediation model of deviant peer affiliation and peer pressure

Ling

Liu

Hua

et al. 2022

Journal of Social and Personal Relationships

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Although teacher-student relationship has been shown to be associated with bullying perpetration, little is known about the mediating and moderating mechanisms underlying this relationship. The present study investigated (a) the mediating effect of deviant peer affiliation in the relationship between teacher-student relationship and bullying perpetration, and (b) the moderating effect of peer pressure in the relationship between deviant peer affiliation and bullying perpetration. Our theoretical model was examined with 2407 Chinese adolescents. Participants completed questionnaires regarding teacher-student relationship, bullying, deviant peer affiliation, and peer pressure. After controlling for gender and age, teacher-student relationship was significantly negatively associated with bullying perpetration. Mediation analysis indicated that deviant peer affiliation partially mediated the relation between teacher-student relationship and bullying perpetration. Moderated mediation analysis further revealed that the relationship between deviant peer affiliation and bullying perpetration was moderated by peer pressure. Specifically, for adolescents with high peer pressure, the relationship between deviant peer affiliation and bullying perpetration became much stronger. These results can contribute to design effective interventions aimed at preventing and reducing adolescents’ bullying perpetration.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Teacher–student relationship and adolescents’ bullying perpetration: A moderated mediation model of deviant peer affiliation and peer pressure

Ling

Liu

Hua

et al. 2022

Journal of Social and Personal Relationships

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“…Studies have linked family violence and witnessing intimate partner violence (IPV) with concurrent bullying perpetration in children (Grant, Merrin, King, & Espelage, 2018;Baldry, 2003;Voisin & Hong, 2012). A study of 1,050 children in South Africa found that witnessing IPV was a primary risk factor for aggressive behavior and bullying peers, even after controlling for factors such as food insecurity and orphanhood status (Cluver, Bowes, & Gardner, 2010).…”

Section: Home Environmentmentioning

confidence: 99%

Racial and ethnic differences in bullying: Review and implications for intervention

Macrynikola

Waseem

et al. 2020

Aggression and Violent Behavior

143

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Despite increased research on bullying over the past few decades, researchers still have little understanding of how bullying differentially affects racial and ethnic minority and immigrant youth. To facilitate efforts to better evaluate the impact of bullying among racial and ethnic minority youth and improve interventions, we integrated research from multiple disciplines and conducted a systematic search to review relevant cross-cultural research on the prevalence of bullying, risk and protective factors, and differences in behaviors and outcomes associated with bullying in these populations. Studies measuring differences in bullying prevalence by racial and ethnic groups are inconclusive, and discrepancies in findings may be explained by differences in how bullying is measured and the impact of school and social environments. Racial and ethnic minorities and immigrants are disproportionately affected by contextual-level risk factors associated with bullying (e.g., adverse community, home, and school environments), which may moderate the effects of individual-level predictors of bullying victimization or perpetration (e.g., depressive symptoms, empathy, hostility, etc.) on involvement and outcomes. Minority youth may be more likely to perpetrate bullying, and are at much higher risk for poor health and behavioral outcomes as a result of bias-based bullying. At the same time, racial and ethnic minorities and immigrants may be protected against bullying involvement and its negative consequences as a result of strong ethnic identity, positive cultural and family values, and other resilience factors. Considering these findings, we evaluate existing bullying interventions and prevention programs and propose directions for future research.

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“…In addition to the personal characteristics, such as gender, personality traits, low self‐control, and empathy, studies have also identified contextual factors such as exposure to parental violence, family conflict, prior involvement in bullying, and having friends who bully others or engage in delinquent and antisocial tendencies have been shown to increase the risk of engaging in school bullying perpetration (Álvarez‐García et al., 2015 ; Grant et al., 2019 ; Hemphill et al., 2012 ; Holt et al., 2009 ; Lebrun‐Harris et al., 2019 ). For instance, a recent longitudinal study consisting of a sample of 1,194 5th, 6th, and 7th‐grade students in U.S. middle schools found a positive main effect for both family violence and peer deviance on levels of school bullying perpetration (Grant et al., 2019 ). Other studies have also found that parental violent behavior is a significant predictor of SV or TDV (e.g., Davis et al., 2020 ; Giordano et al., 2015 ), so this study is limited to this form of parenting, although other parenting styles would certainly be important to analyze as well.…”

Section: Introductionmentioning

confidence: 99%

Who beats their partner, and who beats their schoolmates? A comparison of teen dating and school physical violence perpetration in Lower Saxony, Germany

Baier

Krieg

Hong

et al. 2021

New Drctns Chld & Adlscnt

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Teen dating violence (TDV) and school violence (SV) are two major social problems in adolescence. Until recently, the antecedents of both TDV and SV have been analyzed largely independently of each other. This study analyses and compares the determinants of both TDV and SV, with a focus on physical violence. Based on a comprehensive survey of ninth‐grade adolescents at the average age of 15 years (N = 3,800) conducted in the German federal state of Lower Saxony, the findings showed that there is a significant but low correlation between both physical TDV and SV (r = 0.21). Concerning the determinants, we found that males carry out physical SV significantly more often, but physical TDV significantly less often than female respondents. Acquaintance with violent friends shows a stronger correlation with SV but not with TDV. Low self‐control and violent media consumption are determinants of both TDV and SV. Empathy as a protective factor and parental violence as another risk factor were found to be only weak and sometimes not significantly correlated with both TDV and SV.

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Examining within-person and between-person associations of family violence and peer deviance on bullying perpetration among middle school students.

Abstract: These findings provide a more nuanced lens from which to view the co-occurring relations between family and peer ecologies. Prevention and intervention efforts should target peer relations to reduce the effect of family violence on bullying behavior.

Cited by 12 publications

References 37 publications

Teacher–student relationship and adolescents’ bullying perpetration: A moderated mediation model of deviant peer affiliation and peer pressure

Teacher–student relationship and adolescents’ bullying perpetration: A moderated mediation model of deviant peer affiliation and peer pressure

Racial and ethnic differences in bullying: Review and implications for intervention

Who beats their partner, and who beats their schoolmates? A comparison of teen dating and school physical violence perpetration in Lower Saxony, Germany

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