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“They think that I should defend”: effects of peer and teacher injunctive norms on defending victimized classmates in early adolescents

Kollerová, Lenka orcid logoORCID: 0000-0002-1050-454X, Yanagida, Takuya orcid logoORCID: 0000-0001-9052-4841, Mazzone, Angela orcid logoORCID: 0000-0002-5858-8033, Soukup, Petr orcid logoORCID: 0000-0001-9241-6529 and Strohmeier, Dagmar orcid logoORCID: 0000-0002-1479-6674 (2018) “They think that I should defend”: effects of peer and teacher injunctive norms on defending victimized classmates in early adolescents. Journal of Youth and Adolescence, 47 . pp. 2424-2439. ISSN 0047-2891

Abstract
Norms have been suggested as important characteristics of the social-ecological context for defending victimized peers, but little is known about the contribution of student perceived injunctive norms (regarding the appropriateness of defending) imposed by peers and teachers. To investigate the role of these norms in defending, a sample of 751 early adolescents (51% female; Mageat Time 1:13 years) was assessed at two time points. Defending, as measured by peer- and self-ratings, decreased slightly over a six-month timespan. Three-level models (with time, students, and classrooms as the levels) indicated that both individual- and classroom-level perceived peer injunctive norms (but not teacher injunctive norms) had positive effects on defending over time regardless of the source of the information on defending (peers or self). These findings support programs that encourage defending through peer norms.
Metadata
Item Type:Article (Published)
Refereed:Yes
Uncontrolled Keywords:Defending; Peer injunctive norms; Peer relations; Peer victimization; Teacher injunctive norms
Subjects:Social Sciences > Education
Social Sciences > Social psychology
Social Sciences > Teaching
DCU Faculties and Centres:Research Initiatives and Centres > Anti-Bullying Research Centre (ABC)
Publisher:Springer
Official URL:http://dx.doi.org/10.1007/s10964-018-0918-2
Copyright Information:© 2018 Springer
Use License:This item is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 3.0 License. View License
ID Code:24569
Deposited On:11 Jun 2020 11:34 by Vidatum Academic . Last Modified 28 Aug 2020 10:38
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