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Social psychological processes in family and school: more evidence on their relative etiological significance for bullying behavior
Author(s) -
Idsoe Thormod,
Solli Elin,
Cosmovici Elena Maria
Publication year - 2008
Publication title -
aggressive behavior
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.223
H-Index - 92
eISSN - 1098-2337
pISSN - 0096-140X
DOI - 10.1002/ab.20259
Subject(s) - socialization , psychology , developmental psychology , autonomy , norwegian , aggression , poison control , social psychology , human factors and ergonomics , injury prevention , suicide prevention , perception , medicine , linguistics , philosophy , environmental health , neuroscience , political science , law
Abstract This study looked at students' perceptions of the three socialization processes of connection, regulation, and autonomy with their parents and teachers, and the relation of these issues to bullying peers. Self‐reported data were collected from a representative sample of Norwegian eighth graders ( N =2,083, 1,010 boys, and 1,073 girls). Findings partially confirm our hypotheses that we generated from earlier research into general antisocial behavior. For both genders, parent regulation and teacher regulation had a direct impact on bullying behavior. Parent connection and teacher connection also had an impact on bullying behavior, but these effects were indirect and were mediated by regulation and autonomy from parents and teachers. Some of the socialization processes had different impacts on bullying behavior for boys and girls. Parent autonomy and teacher autonomy had impact (although weak) on bullying behavior for boys only. In general, the variables related to the parents were of more importance for bullying behavior than the variables related to the teachers. Aggr. Behav. 34:460–474, 2008. © 2008 Wiley‐Liss, Inc.