A Multilevel Analysis of the Relation Between Bullying Roles and Social and Emotional Competencies

This study investigated how social and emotional competencies are related to middle school students’ involvement in bullying, and whether class-levels variables influence this association. There were 668 participants (Mage = 12.73, SD = 1.08) who participated in a screening for inclusion in a social...

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Bibliographic Details
Main Author: Coelho, Vítor Alexandre (Author)
Contributors: Sousa, Vanda
Format: Electronic Article
Language:English
Published: 2021
In: Journal of interpersonal violence
Year: 2021, Volume: 36, Issue: 11/12, Pages: 5122-5144
Online Access: Volltext (lizenzpflichtig)
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Keywords:
class-level variables
middle school
social and emotional competencies
Bullying
Description
Summary:This study investigated how social and emotional competencies are related to middle school students’ involvement in bullying, and whether class-levels variables influence this association. There were 668 participants (Mage = 12.73, SD = 1.08) who participated in a screening for inclusion in a social and emotional learning program. Results showed that students not involved in bullying displayed higher levels of self-esteem than students involved in bullying in any role (victims, perpetrators, or bully-victims), higher levels of self-control and social awareness than perpetrators and bully-victims, and higher levels of responsible decision making than bully-victims. Gender did not moderate the relation between any bullying roles and social and emotional competencies, but class size moderated the relation between being a bully/victim and self-esteem and between being a bully and self-control. These results supported the relevance of including class-level variables when analyzing the relation between bullying and social and emotional competencies.
ISSN:1552-6518
DOI:10.1177/0886260518801943