699
Views
19
CrossRef citations to date
0
Altmetric
General Articles

Social, Emotional, and Cognitive Factors Associated With Bullying

, & | (Associate Editor)
Pages 42-64 | Received 04 Apr 2015, Accepted 07 Jan 2016, Published online: 14 Jan 2020

References

  • Abdi, B. (2010). Gender differences in social skills, problem behaviours and academic competence of Iranian Preschool children based on their parent and teacher ratings. Procedia-Social and Behavioral Sciences, 5, 1175–1179. doi:10.1016/j.sbspro.2010.07.256
  • Anme, T., Shinohara, R., Sugisawa, Y., Tong, L., Tanaka, E., Watanabe, T., & Japan Children's Study Group. (2010). Gender differences of children's social skills and parenting using Interaction Rating Scale (IRS). Procedia-Social and Behavioral Sciences, 2, 260–268. doi:10.1016/j.sbspro.2010.03.008
  • Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173–1182. doi:10.1037/0022-3514.51.6.1173
  • Barrett, P. (2007). Structural equation modeling: Adjudging model fit. Personality and Individual Differences, 42(5), 815–824. doi:10.1016/j.paid.2006.09.018
  • Beck, J. S. (2011). Cognitive therapy: Basics and beyond (2nd ed.). New York, NY: Guilford Press.
  • Berlin, L., & Bohlin, G. (2002). Response inhibition, hyperactivity, and conduct problems among preschool children. Journal of Clinical Child and Adolescent Psychology, 31, 242–251. doi:10.1207/S15374424JCCP3102_09
  • Browne, M. W., & Cudeck, R. (1989). Single sample cross-validation indices for covariance structures. Multivariate Behavioral Research, 24, 445–455. doi:10.1207/s15327906mbr2404_4
  • Camodeca, M., & Goossens, F. A. (2005). Aggression, social cognitions, anger and sadness in bullies and victims. Journal of Child Psychology and Psychiatry, 46, 186–197. doi:10.1111/j.1469-7610.2004.00347.x
  • Card, N. A., Stucky, B. D., Sawalani, G. M., & Little, T. D. (2008). Direct and indirect aggression during childhood and adolescence: A meta-analytic review of gender differences, intercorrelations, and relations to maladjustment. Child Development, 79, 1185–1229. doi:10.1111/j.1467-8624.2008.01184.x
  • Carlson, S. M., & Moses, L. J. (2001). Individual differences in inhibitory control and children's theory of mind. Child Development, 72, 1032–1053. doi:10.1111/1467-8624.00333
  • Champion, K., Vernberg, E., & Shipman, K. (2003). Nonbullying victims of bullies: Aggression, social skills, and friendship characteristics. Applied Developmental Psychology, 24, 535–551. doi:10.1016/j.appdev.2003.08.003
  • Chui, W. H., & Chan, H. C. O. (2013). Association between self-control and school bullying behaviors among Macanese adolescents. Child Abuse & Neglect, 37, 237–242. doi:10.1016/j.chiabu.2012.012.003
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Coolidge, F. L., DenBoer, J. W., & Segal, D. L. (2003). Personality and neuropsychological correlates of bullying behavior. Personality and Individual Differences, 36, 1559–1569. doi:10.1016/j.paid.2003.06.005
  • Crick, N. R., & Dodge, K. A. (1994). A review and reformulation of social information-processing mechanisms in children's social adjustment. Psychological Bulletin, 115, 74–101. doi:10.1037/0033-2909.115.1.74
  • Demaray, M. K., Summers, K. H., Jenkins, L. N., & Becker, L. (2014). The Bully Participant Behavior Questionnaire (BPBQ): Establishing a reliable and valid measure. Journal of School Violence, 15, 158–188. doi:10.1080/15388220.2014.964801
  • Dowdy, E., Doane, K., Eklund, K., & Dever, B. V. (2011). A comparison of teacher nomination and screening to identify behavioral and emotional risk within a sample of underrepresented students. Journal of Emotional and Behavioral Disorders, 21, 127–137. doi:10.1177/1063426611417627
  • Dowdy, E., Twyford, J. M., Chin, J. K., DiStefano, C. A., Kamphaus, R. W., & Mays, K. L. (2011). Factor structure of the BASC-2 Behavioral and Emotional Screening System Student Form. Psychological Assessment, 23, 379–387. doi:10.1037/a0021843
  • Egan, S. K., & Perry, D. G. (1998). Does low self-regard invite victimization? Developmental Psychology, 34, 299–309. doi:10.1037/0012-1649.34.2.299
  • Eisenberg, N., Carlo, G., Murphy, B., & Van Court, P. (1995). Prosocial development in late adolescence: A longitudinal study. Child Development, 66, 1179–1197. 10.2307/1131806
  • Espelage, D. L., & Holt, M. K. (2007). Dating violence & sexual harassment across the bully-victim continuum among middle and high school students. Journal of Youth and Adolescence, 36, 799–811. doi:10.1007/s10964-006-9109-7
  • Ferrier, D. E., Bassatt, H. H., & Denham, S. A. (2014). Relations between executive functioning and emotionality in preschoolers: Exploring a transitive cognition-emotion linkage. Frontiers in Psychology, 27, 1–12. doi:10.3389/fpsyg.2014.00487
  • Fox, C. L., & Boulton, M. J. (2005). The social skills problems of victims of bullying: Self, peer, and teacher perceptions. British Journal of Educational Psychology, 75, 313–328. doi:10.1348/000709905X25517
  • Gasser, L., & Keller, M. (2009). Are the competent the morally good? Perspective taking and moral motivation of children involved in bullying. Social Development, 18, 798–816. doi:10.1111/j.1467-9507.2008.00516.x
  • Gini, G., Albiero, P., Benelli, B., & Altoe, G. (2007). Does empathy predict adolescents' bullying and defending behavior? Aggressive Behavior, 33, 467–476. doi:10.1002/ab.20204
  • Gresham, F. M., & Elliott, S. N. (2008). Social skills improvement system: Rating scales manual. Minneapolis, MN: Pearson Assessments.
  • Hawker, D. S., & Boulton, M. J. (2000). Twenty years' research on peer victimization and psychosocial maladjustment: A meta-analytic review of cross-sectional studies. Journal of Child Psychology and Psychiatry, 41, 441–455. doi:10.1111/1469-7610.00629
  • Hawley, P. H. (2003). Prosocial and coercive configurations of resource control in early adolescence: A case for the well-adapted Machiavellian. Merrill-Palmer Quarterly, 49, 279–309. doi:10.1353/mpq.2003.0013
  • Hawley, P. H. (2007). Social dominance in childhood and adolescence: Why social competence and aggression may go hand in hand. In P. H. Hawley, T. D. Little, & P. Rodkin (Eds.), Aggression and adaptation: The bright side to bad behavior (pp. 1–29). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Hawley, P. H., Little, T. D., & Pasupathi, M. (2002). Winning friends and influencing peers: Strategies of peer influence in late childhood. International Journal of Behavioral Development, 26, 466–473. doi:10.1080/01650250143000427
  • Hawley, P. H., Shorey, H. S., & Alderman, P. M. (2009). Attachment correlates of resource control strategies: Possible origins of social dominance and interpersonal power differentials. Journal of Social and Personal Relationships, 26, 1097–1118. doi:10.1177/0265407509347939
  • Hawley, P. H., & Williford, A. (2015). Articulating the theory of bullying intervention programs: Views from social psychology, social work, and organizational science. Journal of Applied Developmental Psychology, 37, 3–15. doi:10.1016/j.appdev.2014.11.006
  • Hayes, A. F. (2009). Beyond Baron and Kenny: Statistical mediation analysis in the new millennium. Communication Monographs, 76(4), 408–420. doi:10.1080/03637750903310360
  • Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6, 53–60.
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55. doi:10.1080/10705519909540118
  • Janosz, M., Archambault, I., Pagani, L. S., Pascal, S., Morin, A. J., & Bowen, F. (2008). Are there detrimental effects of witnessing school violence in early adolescence? Journal of Adolescent Health, 43, 600–608. doi:10.1016/j.jadohealth.2008.04.011
  • Jenkins, L. N., Demaray, M. K., Fredrick, S. S., & Summers, K. H. (2014). Associations among middle school students' bullying roles and social skills. Journal of School Violence, 15, 259–278. doi:10.1080/15388220.2014.986675
  • Kamphaus, R. W., & Reynolds, C. R. (2007). BASC-2 Behavioral and Emotional Screening System (BESS) manual. Circle Pines, MN: Pearson.
  • Ledwell, M., & King, V. (2015). Bullying and internalizing problems gender differences and the buffering role of parental communication. Journal of Family Issues, 36, 543–566. doi:10.1177/0192513X13491410
  • Levin, H. S., Culhane, K. A., Hartmann, J., Evankovich, K., Mattson, A. J., Harward, H., … Fletcher, J. M. (1991). Developmental changes in performance on tests of purported frontal lobe functioning. Developmental Neuropsychology, 7, 377–395. doi:10.1080/87565649109540499
  • Kokkinos, C. M., & Kipritsi, E. (2012). The relationship between bullying, victimization, trait emotion intelligence, self-efficacy and empathy among preadolescents. Social Psychology of Education, 15, 41–58. doi:10.1007/s11218-011-9168-9
  • Mahady-Wilton, M., Craig, W. M., & Pepler, D. J. (2000). Emotional regulation and display in classroom bullying: Characteristic expressions of affect, coping styles and relevant contextual factors. Social Development, 9, 226–245. doi:10.1111/1467-9507.00121
  • Monks, C. P., Smith, P. K., & Swettenham, J. (2005). Psychological correlates of peer victimization in preschool: Social cognitive skills, executive functioning and attachment profiles. Aggressive Behavior, 31, 571–588. doi:10.1002/ab.20099
  • Mulaik, S. A., James, L. R., Van Alstine, J., Bennet, N., Lind, S., & Stilwell, C. D. (1989). Evaluation of goodness-of-fit indices for structural equation models. Psychological Bulletin, 105, 430–445. doi:10.1037/0033-2909.105.3.430
  • Naglieri, J. A., & Goldstein, S. (2012). Comprehensive executive functioning index. North Tonawanda, NY: Multi Health Systems.
  • Nakamoto, J., & Schwartz, D. (2010). Is peer victimization associated with academic achievement? A meta-analytic review. Social Development, 19, 221–242. doi:10.1111/j.1467-9507.2009.00539.x
  • Nickerson, A. B., Mele, D., & Princiotta, D. (2008). Attachment and empathy as predictors of roles as defenders or outsiders in bullying interactions. Journal of School Psychology, 46, 687–703. doi:10.1016/j.jsp.2008.06.002
  • Perren, S., & Alsaker, F. D. (2006). Social behavior and peer relationships of victims, bully-victims, and bullies in kindergarten. Journal of Child Psychology and Psychiatry, 47, 45–57. doi:10.1111/j.1469-7610.2005.01445.x
  • Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40, 879–891. doi:10.3758/BRM.40.3.879
  • Reader, M. J., Harris, E. L., Schuerholz, L. J., & Denckla, M. B. (1994). Attention deficit hyperactivity disorder and executive dysfunction. Developmental Neuropsychology, 10, 493–512. doi:10.1080/87565649409540598
  • Riggs, N. R., Jahromi, L. B., Razza, R. P., Dillworth-Bart, J. E., & Mueller, U. (2006). Executive functioning and the promotion of social-emotional competence. Journal of Applied Developmental Psychology, 26, 300–309. doi:10.1016/j.appdev.2006.04.002
  • Salmivalli, C., Lagerspetz, K., Björkqvist, K., Österman, K., & Kaukiainen, A. (1996). Bullying as a group process: Participant roles and their relations to social status within the group. Aggressive Behavior, 22, 1–15. doi:10.1002/(SICI)1098-2337(1996)22:1<1::AID-AB1>3.0.CO;2-T.
  • Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Test of significance and descriptive goodness-of-fit measures. Methods of Psychological Research-Online, 8(2), 23–74.
  • Séguin, J., & Zelazo, P. (2005). Executive functioning in early physical aggression. In R. E. Tremblay, W. H. Willard, & J. Archer (Eds.), Developmental origins of aggression (pp. 307–329). New York, NY: Guilford Press.
  • Shrout, P. E., & Bolger, N. (2002). Mediation in experimental and nonexperimental studies: New procedures and recommendations. Psychological Methods, 7, 422–445. doi:10.1037/1082-989X.7.4.422
  • Soper, D. S. (2015). A-priori sample size calculator for structural equation models [Software]. Retrieved from http://www.danielsoper.com/statcalc
  • Summers, K. H., & Demaray, M. K. (2008). Bully participant behavior questionnaire. DeKalb, IL: Northern Illinois University.
  • Sutton, J., Smith, P. K., & Swettenham, J. (1999a). Bullying and “theory of mind”: A critique of the “social skills deficit” view of anti-social behaviour. Social Development, 8, 117–134. doi:10.1111/1467-9507.00083
  • Sutton, J., Smith, P. K., & Swettenham, J. (1999b). Socially undesirable needs not be incompetent: A response to Crick and Dodge. Social Development, 8, 132–134. doi:10.1111/1467-9507.00085
  • Swearer-Napolitano, S. M. (2011). Risk factors for and outcomes of bullying and victimization (Paper 132). In Educational Psychology Papers and Publications. Retrieved from http://digitalcommons.unl.edu/edpsychpapers/132
  • Thornberg, R., & Jungert, T. (2014). School bullying and the mechanisms of moral disengagement. Aggressive Behavior, 40, 99–108. doi:10.1002/ab.21509
  • Toblin, R. L., Schwartz, D., Gorman, A. H., & Abou-Ezzeddine, T. (2005). Social cognitive and behavioural attributes of aggressive victims of bullying. Applied Development Psychology, 26, 329–346. doi:10.1016/j.appdev.2005.02.004
  • Unnever, J. D., & Cornell, D. G. (2003). Bullying, self-control, and ADHD. Journal of Interpersonal Violence, 18, 129–147. doi:10.1177/0886260502238731
  • Verhulst, F. C., & Ende, J. (1992). Agreement between parents' reports and adolescents' self-reports of problem behavior. Journal of Child Psychology and Psychiatry, 33, 1011–1023. doi:10.1111/j.1469-7610.1992.tb00922.x
  • Verlinden, M., Veenstra, R., Ringoot, A. P., Jansen, P. W., Raat, H., Hofman, A., … Tiemeier, H. (2013). Detecting bullying in early elementary school with a computerized peer-nomination instrument. Psychological Assessment, 42, 953–966. doi:10.1007/s10802-013-9832-y
  • Welsh, M. C., Pennington, B. F., & Groisser, D. B. (1991). A normative-developmental study of executive functioning: A window on prefrontal function in children. Developmental Neuropsychology, 7, 131–149. doi:10.1080/87565649109540483
  • Westland, J. C. (2010). Lower bounds on sample size in structural equation modeling. Electronic Commerce Research and Applications, 9, 476–487. doi:10.1016/j.elerap.2010.07.003

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.