Abstract
The purpose of the present study was to explore the stability and changes of participant roles in the bullying process, namely, bullies, victims, followers, outsiders, and defenders. In addition, this study examined associated environmental characteristics of both followers and defenders in sixth graders among peer bystanders in the fifth grade. The participants consisted of 461 children from grades 5 to 6(male: 239, female: 222). Data were collected at one year intervals for two data points. The results indicated a moderate consistency in the participant roles the children take across time. Followers and outsiders tended to change differently in their roles one year later. On the other hand, defenders, bullies, and victims tended to keep the same role. The defenders group generally had higher levels of peer attachment, teacher attachment and communityâs supervision than the followers group. The implications for future research and intervention in bullying were also discussed. ìì¸ì´: ëëê´´ë¡í ì°¸ì¬ì ìí , 주ë³ëë, ê°í´ëì¡°ì, ë°©ê´ì, ë°©ì´ì Keywords: participant roles in bullying, peer bystanders, followers, outsiders, defenders
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