Forms Of Peer Aggression Research Articles

Exploring Social Media Rumination: Associations With Bullying, Cyberbullying, and Distress.

In this study, we examined students' perceptions of peer aggression occurring within their school environment and how these perceptions are interconnected with both social media rumination and distress. Social media usage is associated with a range of negative mental health and interpersonal outcomes for adolescents. Social media use can increase youth's vulnerability to peer victimization and psychosocial difficulties. In addition, ruminating when sad or stressed has been linked to elevated distress for youth experiencing peer aggression. Yet rumination specifically regarding social media activities has not been investigated in relation to peer aggression and distress, nor has the degree to which students perceive peer aggression occurring at school been included in these investigations. Participants were 169 high school students (age, M = 15.89, SD = .87), largely identifying as Black/African American and female, who completed surveys as part of a larger program working with at-risk youth in a Midwestern, urban city. We found that social media rumination mediated the relationship between perceptions of bullying at school and feelings of distress, but mediation was not supported when examining student perceptions of cyberbullying frequency and youth distress. In the case of bullying, rumination may disrupt other forms of coping-such as positive cognitive distractions-that would ameliorate symptoms of distress. Furthermore, we present evidence that social media rumination is experienced by, and has different influences on, youth. We highlight the need for differentiated intervention and prevention efforts regarding these two forms of peer aggression. Future research may be justified to examine these possibilities.

Impact of adolescent peer aggression on later educational and employment outcomes in an Australian cohort

This study used prospective birth cohort data to analyse the relationship between peer aggression at 14 years of age and educational and employment outcomes at 17 years (N = 1091) and 20 years (N = 1003). Participants from the Western Australian Pregnancy Cohort (Raine) study were divided into mutually exclusive categories of peer aggression. Involvement in peer aggression was reported by 40.2% (10.1% victims; 21.4% perpetrators; 8.7% victim–perpetrators) of participants. Participants involved in any form of peer aggression were less likely to complete secondary school. Perpetrators and victim–perpetrators of peer aggression were more likely to be in the ‘No Education, Employment or Training’ group at 20 years of age. This association was explained by non-completion of secondary school. These findings demonstrate a robust association between involvement in peer aggression and non-completion of secondary school, which in turn was associated with an increased risk of poor educational and employment outcomes in early adulthood.

When is Peer Aggression 'Bullying?' An Analysis of Elementary and Middle School Student Discourse on Bullying at School

Many forms of peer aggression are referred to as "bullying" by students, parents and adults, and this can be a source of confusion in schools. The main purpose of this study is to explore the circumstances under which students characterize peer aggression as “bullying” incidents. A secondary goal is to examine the feelings students have about the effectiveness of reporting peer aggression to adults. Both objectives are intended to reveal information that will enhance communication about peer aggression and bullying between students and adults. Six focus groups with 54 students in grades three through eight were conducted. The groups were organized in patterns based on grade level and gender, and qualitative methods were used to analyze the results. The findings showed that although the students defined bullying in ways that are similar to the criteria in the literature, they chose different words to describe them. Younger students also expressed greater faith in the ability of adults to respond effectively to bullying situations. Older students preferred to confront a bully with equal force or to reason with a bully to stop the aggression.

Compreendendo o fenômeno do cyberbullying

The subtype of violence behavior named as bullying is a serious problem recurrent in schools nowadays, bringing negative short, medium and long term consequences to development process. Considered as a public health issue, this and other forms of peer aggression are attracting media, parents, teachers and scientists attention as well as attention from responsible for public policies. Therefore, in a digital world, the new information and communication technologies allow a new kind of bullying to take