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Bidirectional Relationships Between Peer Defending and Social Status in Elementary and High School Students
Cameron Hines1, Natalie Spadafora2, Laura Lambe3
1Queen's University, Kingston, Canada.
Aggressive Behavior
|March 10, 2025
Summary
Social status influences peer defending behaviors, and defending others can improve likability. Elementary school boys who defended peers also saw increased popularity over time.
Area of Science:
- Psychology
- Sociology
- Developmental Psychology
Background:
- Peer defending is a crucial aspect of social dynamics in schools.
- Understanding the interplay between social status and defending behaviors is vital for addressing bullying.
- Longitudinal studies are needed to clarify the directionality of these relationships.
Purpose of the Study:
- To examine the bidirectional associations between peer defending and social status (popularity, likability).
- To investigate gender and grade-level differences in these associations.
- To provide insights for bullying prevention strategies.
Main Methods:
- Cross-lagged panel models were employed.
- Data collected from elementary (Grades 5-8) and high school (Grades 9-12) students in southern Ontario, Canada.
- Longitudinal data collection across different time points for each cohort.
Main Results:
- Perceived popularity and likability predicted future peer defending.
- Students who engaged in peer defending experienced increased likability over time.
- Exploratory analyses showed elementary school boys who defended peers became more popular.
Conclusions:
- The study confirms bidirectional links between social status and peer defending.
- Findings highlight the nuanced impact of gender and developmental stage on these dynamics.
- Results offer valuable considerations for designing effective bullying prevention programs.
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