How affective relationships and classroom norms shape perceptions of aggressor, victim, and defender roles

Kód výsledku v 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>

Nalezeny alternativní kódy

RIV/00216224:14210/25:00140545 RIV/00216208:11410/25:10493530

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

How affective relationships and classroom norms shape perceptions of aggressor, victim, and defender roles

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

How affective relationships and classroom norms shape perceptions of aggressor, victim, and defender roles

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

Výsledek vznikl pri realizaci vícero projektů. Více informací v záložce Projekty.

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Aggressive Behavior

ISSN

0096-140X

e-ISSN

1098-2337

Svazek periodika

51

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

15

Strana od-do

e70020

Kód UT WoS článku

001406964100001

EID výsledku v databázi Scopus

2-s2.0-85216313541