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The relationship between bullying roles and children's everyday dyadic interactions


Murphy, Suzanne Marguerite; Faulkner, Dorothy


Bitte beziehen Sie sich beim Zitieren dieses Dokumentes immer auf folgenden Persistent Identifier (PID):http://nbn-resolving.de/urn:nbn:de:0168-ssoar-261501

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Abstract This study investigated the behaviour and communication of seven- to eight-year-old children during a dyadic computer task. The children participating were identified by peers as (a) initiators of bullying (‘Bullies’), (b) defenders of those victimised ('Defenders') and (c) those who generally do not take on a consistent role in relation to bullying ('Non-Role' children). Children were videotaped during the task and the interaction was coded, 34 dyads participated. Defenders used significantly higher levels of supportive communication such as explanation and guidance than Bullies. The task performance of dyads consisting of Defenders with Non-Role children was significantly superior to that of dyads comprising Bullies plus Non-role children. The behaviour of the Non-Role children was influenced according to whether they were working with a Bully, a Defender or another Non-Role child. The study suggests that the roles that children adopt in relation to bullying influence their behaviour in other, non-bullying contexts.
Thesaurusschlagwörter computer
Klassifikation Sozialpsychologie
Freie Schlagwörter bullying; interaction; verbal communication
Sprache Dokument Englisch
Publikationsjahr 2011
Seitenangabe S. 272-293
Zeitschriftentitel Social Development, 20 (2011) 2
DOI http://dx.doi.org/10.1111/j.1467-9507.2010.00597.x
Status Postprint; begutachtet (peer reviewed)
Lizenz PEER Licence Agreement (applicable only to documents from PEER project)