Personality and family relations of children who bully

Connolly, Irene; O’Moore, Mona

doi:10.1016/s0191-8869(02)00218-0

Cited by 103 publications

(72 citation statements)

References 41 publications

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“…2), one could suggest that these parents use inconsistent and temperamental discipline methods, including harsh and irrational punishment, which is an established correlate of bullying behavior (Connolly and O'Moore 2003;Espelage et al 2000). Furthermore, initial reports of bullying and increases in bullying behavior over time resulted in increases in conflict between children and their parents during Grade 6, providing evidence for a transactional association between bullying and conflict.…”

Section: Discussionmentioning

confidence: 99%

A transactional model of bullying and victimization

Γεωργίου

Fanti

2010

Soc Psychol Educ

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The purpose of the current study was to develop and test a transactional model, based on longitudinal data, capable to describe the existing interrelation between maternal behavior and child bullying and victimization experiences over time. The results confirmed the existence of such a model for bullying, but not for victimization in terms of maternal involvement, although a transactional relationship was supported for both bullying and victimization when considering conflict between parents and children. More specifically, the study's results show that maternal involvement, including monitoring, predicts negatively both the initial value of bullying and its degree of change over time. In other words, the more a parent is involved, and the closer her supervision is, the less possible it is for her child to participate in bullying others activity. Moreover, the findings show that increases in bullying behavior on the part of the child cause a reduction in maternal involvement and monitoring over time. Finally, initial conflict between parents and children influence both bullying and victimization, and in turn, the development of bullying and victimization affects parent-child conflict. Hence, the findings of this study offer support to the hypothesis that parental and child behavior reciprocally influence each other, rather than one shaping the other in a unidirectional fashion.

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Section: Discussionmentioning

confidence: 99%

A transactional model of bullying and victimization

Γεωργίου

Fanti

2010

Soc Psychol Educ

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“…Nötr öğrenciler diğer öğrencilere göre daha dışadönük oldukları araştırmada görülmektedir. Bu bulgu (Connolly ve O'Moore, 2003;Pişkin ve Ayas, 2005 ) bulgularıyla tutarlılık göstermektedir. Ayrıca bu çalışma (Corcoran vd., 2012) bulgularıyla farklılık göstermektedir.…”

Section: Discussionunclassified

“…Dışadönük kişilik özelliğine sahip bireylerin zorbalık olaylarına ilişkin çalışmalarda zorbalık olaylarına karışmayan öğrencilerin daha dışadönük oldukları görülmektedir (Connolly ve O'Moore, 2003). Pişkin ve Ayas (2005) lise öğrencileri ile yaptıkları bir çalışmada ise zorba öğrencilerin dışadönüklük düzeylerinin mağdur öğrencilerden daha yüksek olduğu tespit edilmiştir.…”

Section: Introductionunclassified

An Examination of the Relationship between Students Involved and not Involved in Cyberbullying Incidents and Self-Esteem and Extroversion

Ayas

2016

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“…La personalidad de los niños interactúa con otros factores (biológicos, psicológi-cos y sociales) así como con variables individuales (como edad, género, o valores motivacionales) en el desarrollo de la conducta social (Martorell, González, Ordóñez y Gómez, 2011). Algunos estudios han analizado los rasgos de personalidad típicos de los niños agresores, definiéndolos como tolerantes con la violencia, impulsivos y poco empáticos (Olweus, 1993), con altos niveles de psicoticismo, extraversión y neuroticismo (Connolly y O'Moore, 2003), y con baja amabilidad y alta inestabilidad emocional (Menesini, Camodeca y Nocentini, 2010). La estructura de personalidad de los 5 grandes podría predecir significativamente la conducta agresiva.…”

Section: Introductionunclassified

Agresión y relación entre iguales: El papel moderador de los factores de personalidad en escolares de 8 a 10 años

Corte

Lloret

Alba

2016

Anuario de Psicología

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Recibido el 7 de febrero de 2016; aceptado el 3 de noviembre de 2016 PALABRAS CLAVEAgresión; Relación entre iguales; Personalidad; Ajuste social; Escolares de primaria Resumen En el presente estudio se analiza el papel predictor de los distintos tipos de agresión en la relación entre iguales y el efecto moderador de ciertas variables de personalidad en estas relaciones en niños y niñas. Se trata de un estudio piloto en el que participaron 54 escolares españoles (el 46,3% niños y el 53,7% niñas) con un rango de edad comprendido entre los 8 y 10 años (M = 9,07 y DT = 0,75). Para analizar estas relaciones se llevaron a cabo regresiones lineales múltiples. Tanto para niños como para niñas la agresión directa predijo el rechazo, pero solo para las niñas contribuyó negativamente a la preferencia social. La amistad se vio perjudicada por la agresión física en los niños y por la agresión verbal en las niñas; sin embargo para estas últimas la agresión indirecta predijo el establecimiento de relaciones de amistad. La conciencia se reveló como un factor moderador de estas relaciones para todos los sujetos; además, solo para las niñas la estabilidad emocional moderó la contribución de la agresión física al rechazo. © 2016 Universitat de Barcelona. Publicado por Elsevier España, S.L.U. Todos los derechos reservados. KEYWORDSAggression; Peer relationship; Personality; Social adjustment; Primary school Aggression and peer relationships: The moderating role of personality factors for children at school stage from 8 to 10 years old Abstract The current study has analysed the predictive role for different types of aggressions in peer relationship and the moderating effect of personality on these relationships in boys and girls. This is a pre-study which has included up to 54 Spanish children (46.3% boys and 53.7% girls) with the age range from 8 to 10 years old (M = 9.07 and SD = .75). In order to analyze these relations multiple linear regressions were applied. For boys as for girls, the rejection was predicted by the direct aggression, but only in the case of girls the direct aggression * Autora para correspondencia. Correo electrónico: cdelacorte@cop.es (C.M. de la Corte de la Corte).

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Personality and family relations of children who bully

Cited by 103 publications

References 41 publications

A transactional model of bullying and victimization

A transactional model of bullying and victimization

An Examination of the Relationship between Students Involved and not Involved in Cyberbullying Incidents and Self-Esteem and Extroversion

Agresión y relación entre iguales: El papel moderador de los factores de personalidad en escolares de 8 a 10 años

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