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A longitudinal study of bullying, dominance, and victimization during the transition from primary school through secondary school
Author(s) -
Pellegrini A. D.,
Long Jeffrey D.
Publication year - 2002
Publication title -
british journal of developmental psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.062
H-Index - 75
eISSN - 2044-835X
pISSN - 0261-510X
DOI - 10.1348/026151002166442
Subject(s) - aggression , psychology , dominance (genetics) , friendship , peer victimization , developmental psychology , peer group , longitudinal study , transition (genetics) , poison control , peer relations , suicide prevention , injury prevention , human factors and ergonomics , social psychology , chemistry , medicine , medical emergency , biochemistry , pathology , gene
Bullying and victimization were studied from a longitudinal, multi‐method, multi‐agent perspective as youngsters made the transition from primary through middle school. Generally, bullying and aggression increased with the transition to middle school and then declined. Bullying mediated youngsters' dominance status during the transition. Bullying may be one way in which young adolescents manage peer and dominance relationships as they make the transition into new social groups. Victimization declined from primary to secondary school. Correspondingly, youngsters' peer affiliations decreased, initially with the transition, and then recovered. Victimization, however, was buffered by peer affiliation, especially like most nominations relative to friendship nominations, during this time. Additionally, and consistent with the idea that bullying is used for dominance displays, cross‐sex comparisons of aggressive bouts indicated that boys targeted other boys and did not target girls. Results are discussed in terms of the changing functions of aggression during adolescence.