Affiliation:
1. Collaborative Innovation Center of Assessment Toward Basic Education Quality Beijing Normal University Beijing P. R. China
2. Institute of Mental Health Nanjing Xiaozhuang University Nanjing Jiangsu Province P. R. China
Abstract
AbstractThe coevolution of bullying and friendship networks and the moderating effects of classroom bullying popularity norms were examined in a sample of 965 students (52.1% boys) in 22 fourth‐ and fifth‐grade classes. Longitudinal social network analysis showed that children were more likely to bully their friends' victims (bully influence effect) and to be bullied by their friends' bullies (victim influence effect); two children bullying the same child were likely to be friends (bully selection effect), and two victims bullied by the same child were likely to be friends (victim selection effect). Bullying popularity norms served as moderators, and the bully selection effect was significant weaker in the context of low bullying popularity norms. This study adds understanding of bullying as a group process and provides implications for preventing school bullying.