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Comparisons between adolescent bullies, victims, and bully-victims on perceived popularity, social impact, and social preference

Guy, Alexa
; 
Lee, Kirsty
; 
Wolke, Dieter
Authors
Guy, Alexa
 Lee, Kirsty
 Wolke, Dieter
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Issue Date
2019-11-22
Submitted date
Subjects
bullying
 victimisation
 peer status
 peer relationships
 adolescence
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Abstract
This study investigated the effect of bullying role, i.e., bully, victim, and bully-victim, on three measures of peer status; perceived popularity, social preference, and social impact. In addition to completing peer nominations for these measures of peer status, adolescents (n = 2,721) aged 11 to 16 years from 5 secondary schools completed an online survey that assessed bullying involvement (self- and peer-reported), self-esteem, and behavioral difficulties. Compared to uninvolved adolescents, all bullying roles had a greater social impact. Bullies scored higher than all other roles for perceived popularity, whereas victims and bully-victims were the lowest in social preference. These significant group comparisons remained when controlling for demographic variables, behavioral difficulties, self-esteem and prosocial behavior. Overall, the perceived popularity found for bullies suggests that these adolescents are socially rewarded by peers for their victimization of others. These findings highlight the need to address the whole peer system in raising the social status of those who are victimized, whilst reducing the rewards received by bullies for their behavior.
Citation
Guy A, Lee K and Wolke D (2019) Comparisons between adolescent bullies, victims, and bully-victims on perceived popularity, social impact, and social preference, Frontiers in Psychiatry, 10, 868. doi: 10.3389/fpsyt.2019.00868
Publisher
Frontiers Media SA
Journal
Frontiers in Psychiatry
Research Unit
URI
http://hdl.handle.net/2436/622991
DOI
10.3389/fpsyt.2019.00868
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PubMed Central ID
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https://www.frontiersin.org/articles/10.3389/fpsyt.2019.00868/full
Type
Journal article
Language
en
Description
Series/Report no.
ISSN
1664-0640
EISSN
1664-0640
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AG and KL were supported to undertake this research by a fellowship from the Department of Psychology, University of Warwick.
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