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dc.contributor.authorMapes, Ayla R.
dc.contributor.authorScafe, Meredith
dc.contributor.authorMutignani, Lauren M.
dc.contributor.authorHernandez Rodriguez, Juventino
dc.contributor.authorPastrana, Freddie A.
dc.contributor.authorGregus, Samantha J.
dc.contributor.authorCraig, James T.
dc.contributor.authorCavell, Timothy A.
dc.identifier.citationAyla R. Mapes, Meredith Scafe, Lauren M. Mutignani, Juventino Hernandez Rodriguez, Freddie A. Pastrana, Samantha Gregus, James T. Craig & Timothy A. Cavell (2020) Liked by Peers or Liked by Teachers: Differential Patterns of Bullying over Time, Journal of School Violence, DOI: 10.1080/15388220.2020.1738942en_US
dc.descriptionClick on the DOI link to access the article (may not be free).en_US
dc.description.abstractWe examined the tendency for high status children to bully their classmates. Children liked by peers only (LPO), liked by teachers only (LTO), liked by both (Both), liked by neither (Neither), and children with average peer and teacher liking (Average) were compared on self-, teacher-, and peer-reported bullying. Participants were 676 fourth-grade children (50.7% girls). Children in the Neither group evinced the highest level of bullying, which increased significantly from fall to spring. We found little evidence that children in the Both group differed from other groups or that their bullying increased over time. Self-reported physical bullying increased for boys in the LPO and Average groups and for girls in the LTO and Neither groups. Gender-specific findings have implications for researchers and practitioners.en_US
dc.description.sponsorshipMarie Wilson Howells Endowment in the Department of Psychological Science at the University of Arkansas.en_US
dc.relation.ispartofseriesJournal of School Violence;2020
dc.subjectElementary schoolen_US
dc.subjectSocial statusen_US
dc.titleLiked by peers or liked by teachers: differential patterns of bullying over timeen_US
dc.rights.holder© 2020 Taylor & Francis Group, LLCen_US

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