Co-developmental trajectories of interpersonal relationships in middle childhood to early adolescence: Associations with traditional bullying and cyberbullying

Abstract

This study explored the co-developmental trajectories of three different interpersonal relationship types (parent, teacher, and peer) and their relations to bullying behaviors (i.e., traditional bullying perpetration/victimization and cyberbullying perpetration/victimization) during middle childhood to early adolescence. A total of 4154 Chinese elementary school students in grades 3 and 4 (54.8% boy; Mage = 9.90, SD = 0.72) participated in assessments at five time points, using 6-month assessment intervals. Analyses were conducted using parallel process latent class growth modeling. Five distinct interpersonal relationship groups were identified: congruent-low group, congruent-high increasing group, congruent-moderate group, low mother–child relationships group, and low decreasing teacher–student relationships group. The identification of these patterns yielded a more comprehensive understanding of the nature of the developmental patterns of interpersonal relationships during this age period. Furthermore, the five co-developmental patterns of interpersonal relationships differentially associated with traditional bullying and cyberbullying, implying the need for intervention programs to be tailored to members of specific groups to reduce traditional bullying and cyberbullying.