How affective relationships and classroom norms shape perceptions of aggressor, victim, and defender roles
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68081740%3A_____%2F25%3A00605200" target="_blank" >RIV/68081740:_____/25:00605200 - isvavai.cz</a>
Alternative codes found
RIV/00216224:14210/25:00140545 RIV/00216208:11410/25:10493530
Result on the web
<a href="https://onlinelibrary.wiley.com/doi/epdf/10.1002/ab.70020" target="_blank" >https://onlinelibrary.wiley.com/doi/epdf/10.1002/ab.70020</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1002/ab.70020" target="_blank" >10.1002/ab.70020</a>
Alternative languages
Result language
angličtina
Original language name
How affective relationships and classroom norms shape perceptions of aggressor, victim, and defender roles
Original language description
Reputational peer nominations are a common method for measuring involvement in aggression‐related behaviors, encompassing the roles of aggressor, victim, and defender, but may be influenced by students' affective (dis)liking relationships. This social network study investigated whether dyad‐ and group‐level (dis)liking relationships affect perceptions of classmates' involvement in physical aggression and explored the moderating roles of classroom moral disengagement and defending norms. The study employed a longitudinal design with two time points 6 months apart, encompassing 27 classrooms and 632 early adolescents. Using multiplex stochastic actor‐oriented modeling, we found that liking, but not disliking, significantly influenced perceptions. Liking a classmate increased the likelihood of perceiving them as a defender. Moreover, students' own perceptions (aggressor, victim, and defender nominations) were shaped by the perceptions of classmates they liked, while classroom moral disengagement reduced this influence for defender nominations. Results on classroom defending norms were mixed. Our findings underscore the importance of accounting for students' liking relationships and classroom‐level norms to reduce bias in peer nominations and improve the accuracy of assessments of aggression‐related behaviors.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50101 - Psychology (including human - machine relations)
Result continuities
Project
Result was created during the realization of more than one project. More information in the Projects tab.
Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2025
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Aggressive Behavior
ISSN
0096-140X
e-ISSN
1098-2337
Volume of the periodical
51
Issue of the periodical within the volume
1
Country of publishing house
US - UNITED STATES
Number of pages
15
Pages from-to
e70020
UT code for WoS article
001406964100001
EID of the result in the Scopus database
2-s2.0-85216313541