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Vol. 27. Issue 2.
Pages 132-140 (July - December 2022)
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Vol. 27. Issue 2.
Pages 132-140 (July - December 2022)
Original
Bidirectional association between normative adjustment and bullying perpetration in adolescence: A prospective longitudinal study
Asociación bidireccional entre el ajuste normativo y la agresión en acoso escolar en la adolescencia: un estudio longitudinal prospectivo
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Eva M. Romera
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eva.romera@uco.es

Corresponding author.
, Manuel Carmona-Rojas, Rosario Ortega-Ruiz, Antonio Camacho
Universidad de Córdoba, Spain
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Abstract

Normative adjustment stimulates the development of attitudes and behaviours that promote school climate. Previous research has shown that it is a relevant factor in preventing involvement in risk behaviours that affect the quality of peer relationships in classrooms and schools. Previous the development of behaviour adjusted to the norms which promotes interaction processes fostering a positive atmosphere in the classroom and in the school. The aim of this study is to analyse the prospective influence of normative adjustment on bullying perpetration over four time periods spaced six months apart (18 months). A total of 3017 adolescents between 11 and 16 years (49.5% girls; MageT1=13.15, SD=1.09) are involved in the present study. The Random Intercept Cross-Lagged Model results indicate an influential bidirectional association between normative adjustment and bullying perpetration over time. When the adolescents’ normative adjustment increases, their involvement in bullying perpetration decreases six months later. On the other hand, when the adolescents’ bullying perpetration increases over time, a decrease in normative adjustment is evident later. The unconditional univariate growth results report that normative adjustment increases, while bullying perpetration decreases. These findings are discussed in terms of the need to consider contextual factors and how they interact in our understanding and prevention of bullying in schools.

Keywords:
Bullying
Norms
Adolescence
Prevention
School climate
Random Intercept Cross-Lagged
Resumen

El ajuste normativo estimula el desarrollo de actitudes y comportamientos que promueven la convivencia escolar. Estudios previos subrayan su relevancia para prevenir la implicación en comportamientos de riesgo que afectan a la calidad de las relaciones entre iguales en el aula y en el centro escolar. El objetivo del estudio es analizar la influencia prospectiva entre el ajuste normativo y la perpetración de acoso durante cuatro períodos de tiempo con un intervalo de seis meses (18 meses). Han participado un total de 3.017 adolescentes entre 11 y 16 años (49.5% niñas; MedadT1=13.15, DT=1.09). Los resultados del Modelo Random Intercept Cross-Lagged indican una asociación bidireccional entre el ajuste normativo y la perpetración del acoso a lo largo del tiempo. Cuando los adolescentes aumentan su ajuste normativo, disminuye su participación en la perpetración del acoso seis meses después. A su vez, cuando aumenta la implicación en agresión, se registra una disminución en su ajuste normativo a lo largo del tiempo. Los resultados de crecimiento univariado incondicional informan que el ajuste normativo aumenta mientras que la agresión en acoso escolar disminuye. Los hallazgos se discuten en términos de la necesidad de considerar la interacción longitudinal con factores contextuales para comprender y prevenir el acoso escolar en las escuelas.

Palabras clave:
Acoso escolar
Normas
Adolescencia
Prevención
Convivencia
Random Intercept Cross-Lagged

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