We examined the development of bullying behavior in a sample of 789 Italian students (42% f emales) from 44 classrooms, followed for three years after the high school tran sition (mean age at T1=14.50; sd=.54). A multilevel growth curve model was used. Individual-level predictors consisted of gender, aggressive behavior, emotions of disengagement and parental monitoring; Classroom-level predictors consisted of grade level, probullying roles and class bullying norm. Preliminary results showed tha t both baseline level and change of bullying varied significantly across individuals an d classrooms. At the individual- level, aggressive behavior, emotions of disengageme nt and parental monitoring were significantly associated with the baseline level of bullying; aggressive behavior predicts also the slope. At the classroom-level, pr obullying roles and class bullying norm are associated with the baseline level of bull ying; being in 9th or 10th grade is significantly associated with the slope. Finally, a cross-level interaction underlined that the link between individual aggressive behavio ur and bullying is moderated by the probullying roles within each class.
The role of individual and classroom factors in the development of bullying across adolescence: a multilevel longitudinal approach / Nocentini; A.; Menesini; E.; Salmivalli; C.. - STAMPA. - (2011), pp. 1-1. (Intervento presentato al convegno 15th European Conference on Developmental Psychology (ECDP) tenutosi a Bergen).
The role of individual and classroom factors in the development of bullying across adolescence: a multilevel longitudinal approach
NOCENTINI, ANNALAURA;MENESINI, ERSILIA;
2011
Abstract
We examined the development of bullying behavior in a sample of 789 Italian students (42% f emales) from 44 classrooms, followed for three years after the high school tran sition (mean age at T1=14.50; sd=.54). A multilevel growth curve model was used. Individual-level predictors consisted of gender, aggressive behavior, emotions of disengagement and parental monitoring; Classroom-level predictors consisted of grade level, probullying roles and class bullying norm. Preliminary results showed tha t both baseline level and change of bullying varied significantly across individuals an d classrooms. At the individual- level, aggressive behavior, emotions of disengageme nt and parental monitoring were significantly associated with the baseline level of bullying; aggressive behavior predicts also the slope. At the classroom-level, pr obullying roles and class bullying norm are associated with the baseline level of bull ying; being in 9th or 10th grade is significantly associated with the slope. Finally, a cross-level interaction underlined that the link between individual aggressive behavio ur and bullying is moderated by the probullying roles within each class.I documenti in FLORE sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.