Predictors of bullying and victimization in childhood and adolescence: A meta-analytic investigation.

Abstract

Research on the predictors of 3 bully status groups (bullies, victims, and bully victims) for school-age children and adolescents was synthesized using meta-analytic procedures. The primary purpose was to determine the relative strength of individual and contextual predictors to identify targets for prevention and intervention. Age and how bullying was measured were also considered as moderators. From an original pool of 1,622 studies conducted since 1970 (when research on bullying increased significantly), 153 studies were identified that met criteria for inclusion. A number of common and unique predictors were found for the bully status groups. The implications of the meta-analytic findings for future research on bullying and victimization prevention and intervention are discussed.

Bullying and Perceived School Climate: Victims’ and Bullies’ Perspective

“…These results confirm the empirical results of previous studies, which reported the same trend (Cook et al, 2010;Marsh, Nagengast, Morin, Parada, Craven, & Hamilton, 2011;Olweus, 1993;Polak, Smrtnik Vitulić, & Vošnjak, 2011). The most common explanation of such results refers to different patterns of socialization in boys and girls.…”

“…At the same time, the fact that research shows that peer influence is the strongest predictor for PB (Cook et al, 2010) should be considered. Namely, the non-involved students play an important part in PB.…”

“…It refers to the quality and character of social interactions at school and is defined by the norms, values, rules, organizational structures and relationship patterns unique to each school (Cohen, McCabe, Michelli, & Pickeral, 2009). Positive school climate may be a protective factor for different risk behaviors, and for students' aggression towards their peers (Cook, Williams, Guerra, Kim, & Sadek, 2010;Hong & Espelage, 2012).…”

School climate and exposure to bullying: a multilevel study

“…Children who are exposed to bullying are more likely than others to have low social skills, to suffer from internalizing and externalizing problems, and to have a low self-concept (Card & Hodges, 2008;Cook, Williams, Guerra, Kim, & Sadek, 2010). The causal links, however, are not always clear as, for instance, poor social skills and internalizing problems may be the causes as well as consequences of being bullied.…”

Peer Victimization during Middle Childhood as a Marker of Attenuated Risk for Adult Arrest

“…The term "bully-victim" has been widely used in the extant research (Cook et al 2010), perhaps implying that some children alternate between the roles of aggressor and victim. Other formulations have emphasized difficulties in selfregulation that might include impulsiveness, poorly modulated affect, and over reactivity (Schwartz et al 2001).…”