Gendered Pathways to Bullying Perpetration via Social Achievement Goals – Mediating Effects of Sense of Belonging and Non-inclusive Group Norms. (2nd April 2020)

• Record Type: Journal Article
• Authors: Bardach, Lisa; Graf, Daniel; Yanagida, Takuya; Kollmayer, Marlene; Spiel, Christiane; Lüftenegger, Marko
• Is Part Of: Journal of school violence. Volume 19:Number 2(2020)
• Page Start: 248
• Page End: 263
• Publication Date: 2020-04-02
• Subjects: Bullying perpetration -- social achievement goal -- gender differences -- belonging -- non-inclusive group norms; School violence -- Prevention -- Periodicals; School environment -- Periodicals; 371.78205
• DOI: 10.1080/15388220.2019.1660883
• Languages: English
• ISSNs: 1538-8220

Abstract

ABSTRACT: This study investigated the gender-specific effects of social achievement goals – i.e., social development goals, social demonstration approach goals, and social demonstration avoid goals – on bullying perpetration in a sample of 788 adolescents (53.3% girls), taking into account the mediating role of sense of belonging and non-inclusive group norms. Two-group structural equation modeling results indicated that social demonstration approach goals positively predicted bullying perpetration for both genders. For girls, higher social development goals and for boys, higher social avoidance goals decreased bullying perpetration. Gender-specific effects of belonging and non-inclusive group norms on bullying perpetration occurred. For boys, non-inclusive group norms mediated the relation between all social achievement goals and bullying perpetration. Implications for future research and (gender-sensitive) bullying interventions are discussed.