Psychological Development and Education ›› 2024, Vol. 40 ›› Issue (5): 636-644.doi: 10.16187/j.cnki.issn1001-4918.2024.05.04

Previous Articles    

The Effects of Peer Selection and Peer Influence on Bullying Behavior among Primary School Students: The Roles of Popularity and Perceived Bullying Acceptability

ZHANG Jinfeng, LIU Jing   

  1. School of Public Policy and Administration, Chongqing University, Chongqing 400044
  • Published:2024-09-19

Abstract: This study examined the effects of peer selection and peer influence on bullying behavior among primary school students and the role of popularity and perceived bullying acceptability. We conducted two waves of investigations among 719 primary school students in Sichuan Province at an interval of half a year. The results showed that: (1) The homogeneity of bullying among peers originated from peer influence rather than peer selection; (2) The moderating effect of popularity was not significant in the peer selection process; (3) The moderating effect of popularity was marginally significant in the peer influence process, and the bullying behavior of individuals with high popularity was more likely to be influenced by their peers; (4) In the peer influence process, the mediating effect of perceived bullying acceptability was significant. The results of this study emphasize the important role of peer influence in primary school students’ bullying and the mechanisms of popularity and perceived bullying acceptability in the process of peer influence, which have guiding implications for interventions of primary school students’ bullying behavior.

Key words: bullying behavior, peer selection, peer influence, popularity, perceived acceptability

CLC Number: 

  • B844
Arnett, J. J. (2007). Themyth of peer influence in adolescent smoking initiation. Health Education & Behavior, 34(4), 594-607.
Bandura, A. (1978). The self system in reciprocal determinism.American Psychologist, 33(4), 344-358.
Bandura, A., & Walters, R. H. (1977).Social learning theory. Englewood Cliffs, NJ: Prentice-hall.
Barhight, L. R., Hubbard, J. A., & Hyde, C. T. (2013). Children's physiological and emotional reactions to witnessing bullying predict bystander intervention. Child Development, 84(1), 375-390.
Brechwald, W. A., & Prinstein, M. J. (2011). Beyond homophily: A decade of advances in understanding peer influence processes. Journal of Research on Adolescence, 21(1), 166-179.
Brock, D. M., Sarason, I. G., Sanghvi, H., & Gurung, R. (1998). The perceived acceptance scale: Development and validation.Journal of Social & Personal Relationships, 15(1), 5-21.
Byrne, D., & Griffitt, W. (1973). Interpersonalattraction. Annual Review of Psychology, 24(1), 90-121.
Cappella, E., & Hwang, S. H. (2015). Peercontexts in schools: Avenues toward behavioral health in early adolescence. Behavioral Medicine, 41(3), 80-89.
Chen, G. H., Zhao, Q. L., Dishion, T., & Deater-Deckard, K. (2018). The association between peer network centrality and aggression is moderated by moral disengagement. Aggressive Behavior, 44(6), 571-580.
Chu, X. W., Fan, C. Y., Liu, Q. Q., & Zhou, Z. K. (2018). Stability and change of bullying roles in the traditional and virtual contexts: A three-wave longitudinal study in Chinese early adolescents. Journal of Youth and Adolescence, 47(11), 2384-2400.
Deptula, D. P., & Cohen, R. (2004). Aggressive, rejected, and delinquent children and adolescents: A comparison of their friendships.Aggression and Violent Behavior, 9(1), 75-104.
Dijkstra, J. K., Berger, C., & Lindenberg, S. (2011). Do physical and relational aggression explain adolescents' friendship selection? The competing roles of network characteristics, gender, and social status.Aggressive Behavior, 37(5), 417-429.
Dijkstra, J. K., Cillessen, A. H. N., & Borch, C. (2013). Popularity and adolescent friendship networks:Selection and influence dynamics. Developmental Psychology, 49(7), 1242-1252.
Dijkstra, J. K., Cillessen, A. H. N., Lindenberg, S., & Veenstra, R. (2010). Basking in reflected glory and its limits: Why adolescents hang out with popular peers. Journal of Research on Adolescence, 20(4), 942-958.
Doehne, M., Grundherr, M. V., & Schäfer, M. (2018). Peer influence in bullying: The autonomy-enhancing effect of moral competence. Aggressive Behavior, 44(6), 591-600.
Duffy, A. L., & Nesdale, D. (2010). Peer groups, social identity, and children's bullying behavior. Social Development, 18(1), 121-139.
Gallupe, O., McLevey, J., & Brown, S. (2018). Selection andinfluence: A meta-analysis of the association between peer and personal offending. Journal of Quantitative Criminology, 35(2), 313-335.
Harris, J. R. (1998).The nurture assumption: Why children turn out the way they do. New York: The Free Press.
Hayes, A. F. (2013).Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York, NY: Guilford Press.
Huitsing, G., Snijders, T. A. B., Van Duijn, M. A. J., & Veenstra, R. (2014). Victims, bullies, and their defenders: A longitudinal study of the coevolution of positive and negative networks. Development and Psychopathology, 26(3), 645-659.
Juvonen, J., & Graham, S. (2014). Bullying inschools: The power of bullies and the plight of victims. Annual Review of Psychology, 65(1), 159-185.
Kandel, D. B. (1978). Homophily, selection, and socialization in adolescent friendships.American Journal of Sociology, 84(2), 427-436.
Laninga-Wijnen, L., Harakeh, Z., Steglich, C., Dijkstra, J. K., Veenstra, R., & Vollebergh, W. (2017). The norms of popular peers moderate friendship dynamics of adolescent aggression. Child Development, 88(4), 1265-1283.
Laninga-Wijnen, L., Steglich, C., Harakeh, Z., Vollebergh, W., Veenstra, R., & Dijkstra, J. K. (2020). The role of prosocial and aggressive popularity norm combinations in prosocial and aggressive friendship processes. Journal of Youth and Adolescence, 49(3), 645-663.
Logis, H. A., Rodkin, P. C., Gest, S. D., & Ahn, H. J. (2013). Popularity as anorganizing factor of preadolescent friendship networks: Beyond prosocial and aggressive behavior. Journal of Research on Adolescence, 23(3), 413-423.
Long, E.,& Valente, T. W. (2019). Perceived social acceptability and longitudinal trends in adolescent cigarette smoking. Prevention Science, 20(6), 824-832.
Marla, E., Eisenberg, J. W., Toumbourou, R. F., & Catalano, S. (2014). Socialnorms in the development of adolescent substance use: A longitudinal analysis of the international youth development study. Journal of Youth and Adolescence, 43(9), 1486-1497.
Mcpherson, M., & Cook, S. (2001). Birds of afeather: Homophily in social networks. Annual Review of Sociology, 27(1), 415-444.
Mundt, M. P., Mercken, L., & Zakletskaia, L. (2012). Peer selection and influence effects on adolescent alcohol use: A stochastic actor-based model. Bmc Pediatrics, 12(1), 115-125.
Olweus, D. (1993).Bullying at school: What we know and what we can do. Oxford: Blackwell Publishers Ltd.
Park, H., & Jung, H. (2010). Different pathways to problem behaviors in adolescence: Delinquent peer, parent attachment, and the self-control. Studies on Korean Youth, 21(2), 5-34.
Perkins, H. W., Craig, D. W., & Perkins, J. M. (2011). Using social norms to reduce bullying.Group Processes and Intergroup Relations, 14(5), 703-722.
Rambaran, A. J., Dijkstra, J. K., & Stark, T. H. (2013). Status-based influence processes: The Role of norm salience in contagion of adolescent risk attitudes. Journal of Research on Adolescence, 23(3), 574-585.
Rimal, R. N., & Real, K. (2003). Understanding theinfluence of perceived norms on behaviors. Communication Theory, 13(2), 184-203.
Ripley, R., Snijders, T., Boda, Z., Vörös, A., & Preciado, P. (2017).Manual for SIENA version 4.0. Oxford: University of Oxford, Department of Statistics, Nuffield College.
Rodkin, P. C. (2004). Peer ecologies of aggression and bullying. In D. L. Espelage & S. M. Swearer (Eds.), Bullying in American Schools: A social ecological perspective on prevention and intervention (pp. 87-106). London: Lawrence Erlbaum Associates.
Rose, A. J., Swenson, L. P., & Waller, E. M. (2004). Overt and relational aggression and perceived popularity: Developmental differences in concurrent and prospective relations. Developmental Psychology, 40(3), 378-387.
Rulison, K. L., Gest, S. D., & Loken, E. (2013). Dynamic social networks and physical aggression: The moderating role of gender and social status among peers. Journal of Research on Adolescent, 23(3), 437-449.
Sentse, M., Kiuru, N., Veenstra, R., & Salmivalli, C. (2014). Asocial network approach to the interplay between adolescents' bullying and likeability over time. Journal of Youth and Adolescence, 43(9), 1409-1420.
Shin, H., & Ryan, A. M. (2014). Early adolescent friendships and academic adjustment:Examining selection and influence processes with longitudinal social network analysis. Developmental Psychology, 50(11), 2462-2472.
Sijtsema, J. J., Rambaran, J. A., Caravita, S. C., & Gini, G. (2014). Friendship selection and influence in bullying and defending:Effects of moral disengagement. Developmental Psychology, 50(8), 2093-2104.
Smith, P. K., & Sharp, S. (1994).School bullying: insights and perspectives. London: Routledge.
Steglich, C., Snijders, T., & Pearson, M. (2010). Dynamic networks and behavior: Separating selection from influence.Sociological Methodology, 40(1), 329-393.
Svensson, Y., Burk, W. J., Stattin, H., & Kerr, M. (2012). Peer selection and influence of delinquent behavior of immigrant and nonimmigrant youths: Does context matter?International Journal of Behavioral Development, 36(3), 178-185.
Tafjel, H., & Turner, J. C. (1979). Anintegrative theory of intergroup conflict. Social Psychology of Intergroup Relations, 33(1), 94-109.
Troop-Gordon, W. (2017). Peer victimization in adolescence: The nature, progression, and consequences of being bullied within a developmental context. Journal of Adolescence, 55(1), 116-128.
Turanovic, J. J., & Young, J. T. N. (2016). Violentoffending and victimization in adolescence: Social network mechanisms and homophily. Criminology, 54(3), 487-519.
Valente, T. W., Unger, J. B., & Johnson, C. A. (2005). Do popular students smoke? The association between popularity and smoking among middle school students.Journal of Adolescent Health, 37(4), 323-329.
Veenstra, R., & Dijkstra, J. K. (2011). Transformations in adolescent peer networks. In B. Laursen & W. A. Collins (Eds.), Relationship pathways: From adolescence to young adulthood (pp. 135-154). New York: Sage.
Veenstra, R., Dijkstra, J. K., Steglich, C., & Zalk, M. (2013). Network-behavior dynamics. Journal of Research on Adolescence, 23(3), 399-412.
Veenstra, R., Lindenberg, S., Munniksma, A., & Dijkstra, J. K. (2010). The complex relation between bullying, victimization, acceptance, and rejection: Giving special attention to status, affection, and sex differences.Child Development, 81(2), 480-486.
Veenstra, R., & Steglich, C. E. G. (2012). Actor-based model for network and behavior dynamics. In B. Laursen, T. D. Little & N. A. Card (Eds.), Handbook of developmental research methods (pp. 598-618). New York, NY: Guilford Press.
邓小平, 徐晨, 程懋伟, 张向葵. (2017). 青少年偏差行为的同伴选择和影响效应: 基于纵向社会网络的元分析. 心理科学进展, 25(11), 1898-1909.
方杰, 温忠麟, 邱皓政. (2021). 纵向数据的中介效应分析. 心理科学, 44(04), 989-996.
刘军. (2014). 整体网分析: UCINET软件实用指南 (第2版). 上海: 格致出版社.
罗家德. (2010). 社会网络分析讲义 (第2版). 北京: 社会科学文献出版社.
师保国, 申继亮. (2007). 家庭社会经济地位、智力和内部动机与创造性的关系. 心理发展与教育, 23(1), 30-34.
孙晓娟, 邓小平, 赵悦彤, 张向葵. (2019). 青少年攻击行为的同伴选择与影响效应: 基于纵向社会网络的元分析. 中国临床心理学杂志, 27(03), 546-554.
张荣伟, Paul, T. P. W., 李丹. (2020). 人际关系和自我概念对生命意义的影响: 一项追踪研究. 心理科学, 43(05), 1154-1161.
张文新, 武建芬, Jones, K. (1999). Olweus儿童欺负问卷中文版的修订. 心理发展与教育, 15(2), 7-11.
张云运, 张其文, 张李斌, 任萍, 秦幸娜, 常睿生. (2022). 青少年友谊网络与受欺凌的共同变化关系: 一项纵向社会网络分析研究. 心理学报, 54(09), 1048-1058.
[1] SHA Jingying, ZHANG Xiangkui, LIU Qiandong. Do Birds of a Feather Flock Together? The Influence of Academic Motivation Comparison on Adolescents' Peer Selection [J]. Psychological Development and Education, 2023, 39(5): 683-690.
[2] YU Yida, PAN Bin, MIAO Xinyu, CHEN Guanghui. Teacher-student Relationship on Class Level Moderated the Relation between Students' Anti-bullying Attitudes and Bullying Behavior: A Multilevel Analysis [J]. Psychological Development and Education, 2023, 39(4): 550-558.
[3] LI Beilei, GAO Ting, ZHANG Lili, ZHOU Nan, DENG Linyuan. Relationship between Student’s Perceived Teacher Bullying Attitude and Student Bullying Behavior:Mediating Effect of Student Bullying Attitude and Moderating Effect of Gender [J]. Psychological Development and Education, 2022, 38(3): 348-357.
[4] REN Ping, SONG Zijing, MENG Xiaozhe, QIN Xingna, ZHANG Yunyun. The Relationship between Academic Achievement, Popularity and Aggressive Behavior of Adolescents: A Cross-lagged Analysis [J]. Psychological Development and Education, 2021, 37(5): 710-718.
[5] ZHANG Jie, CHEN Liang, ZHANG Liang, PAN Bin, LI Tengfei, JI Linqin, ZHANG Wenxin. Effects of Parental Psychological Control on Elementary Students' Bullying Behavior: The Roles of Hostile Attribution Bias and Callous-unemotional Traits [J]. Psychological Development and Education, 2020, 36(6): 715-724.
[6] DU Hong-mei, FENG Wei. An Experimental Study on the Influence of Training in Empathy and Consequence Cognition on The Children-Bullying [J]. Psychological Development and Education, 2005, 21(2): 81-86.
[7] 张文新, 王益文, 鞠玉翠, 林崇德. Types of Bullying Begavior and Its Correlates [J]. Psychological Development and Education, 2001, 17(1): 12-17.
Viewed
Full text


Abstract

Cited

  Shared   
  Discussed   
No Suggested Reading articles found!