Why does decreased likeability not deter adolescent bullying perpetrators?

This study examines why the lower likeability of bullying perpetrators does not deter them from engaging in bullying behavior, by testing three hypotheses: (a) bullying perpetrators are unaware that they are disliked, (b) they value popularity more than they value likeability, (c) they think that they have nothing to lose in terms of likeability, as they believe that their targets and other classmates would dislike them anyway, regardless of their behavior. The first two hypotheses were examined in Study 1 (1,035 Dutch adolescents, M age = 14.15) and the third hypothesis was examined in Study 2 (601 Dutch adolescents, M age = 12.92). Results from regression analyses showed that those higher in bullying were not more likely to overestimate their likeability. However, they were more likely than others to find being popular more important than being liked. Moreover, those higher in bullying were more likely to endorse the belief that the victimized student or the other classmates would have disliked a bullying protagonist (in vignettes of hypothetical bullying incidents) before any bullying started. These findings suggest that adolescent bullying perpetrators may not be deterred by the costs of bullying in terms of likeability, possibly because they do not value likeability that much (Hypothesis 2), and because they believe they hardly have any likeability to lose (Hypothesis 3).</p

Children's observed interactions with best friends : Associations with friendship jealousy and satisfaction

This study examined the role of friendship jealousy and satisfaction in nine-year-old children's observed interactions with their best friends. One hundred five dyads (51 female, 54 male) participated in a 30-min closed-field observational setting and reported their jealousy and satisfaction within the friendship. The Actor-Partner Interdependence Model was used to estimate the effects of friendship jealousy and satisfaction on children's own and their friends' behavior. Friends were highly similar in observed behavior and friendship characteristics. Many observed dyadic behaviors were associated with overall levels of jealousy within the friendship, but differences in friendship satisfaction were only predictive of conflict resolution in boys. Children's reports of their friendship jealousy were strongly related to their own behavior in the dyad and the behavior of their best friends. Gender differences were discussed. The results further illustrate the importance of a dyadic perspective on friendship interaction

How children's victimization relates to distorted versus sensitive social cognition : Perception, mood, and need fulfillment in response to Cyberball inclusion and exclusion

This study examined whether victimization is associated with negatively distorted social cognition (bias), or with a specific increased sensitivity to social negative cues, by assessing the perception of social exclusion and the consequences for psychological well-being (moods and fundamental needs). Both self-reported and peer-reported victimization of 564 participants (Mage = 9.9 years, SD = 1.04; 49.1% girls) were measured, and social exclusion was manipulated through inclusion versus exclusion in a virtual ball-tossing game (Cyberball). Children's perceptions and psychological well-being were in general more negative after exclusion than after inclusion. Moreover, self-reported—but not peer-reported—victimization was associated with the perception of being excluded more and receiving the ball less, as well as more negative moods and less fulfillment of fundamental needs, regardless of being excluded or included during the Cyberball game. In contrast, peer-reported victimization was associated with more negative mood and lower need fulfillment in the exclusion condition only. Together, these results suggest that children who themselves indicate being victimized have negatively distorted social cognition, whereas children who are being victimized according to their peers experience increased sensitivity to negative social situations. The results stress the importance of distinguishing between self-reported and peer-reported victimization and have implications for interventions aimed at victimized children's social cognition

Prospective associations between social status and social anxiety in early adolescence

This study examined the transactional longitudinal association between social status (likeability and popularity) and social anxiety symptoms (fear of negative evaluation and social avoidance and distress), and explored gender differences in this association. Participants included 274 adolescents (136 boys, Mage = 12.55). Data were collected at two waves with a 6-month interval. Likeability and popularity were measured with peer nominations and social anxiety symptoms with self-reports. Autoregressive cross-lagged path models showed relative stability of social status and social anxiety. Girls who were seen as less popular by their classmates avoided social situations more frequently and experienced more distress during such situations over time. These results highlight the importance of distinguishing between different social status components and social anxiety symptoms and to take gender into account. Early support for less popular girls seems important to prevent more severe consequences of avoidance and distress, such as social exclusion and victimization

Prospective associations between social status and social anxiety in early adolescence

This study examined the transactional longitudinal association between social status (likeability and popularity) and social anxiety symptoms (fear of negative evaluation and social avoidance and distress), and explored gender differences in this association. Participants included 274 adolescents (136 boys, Mage = 12.55). Data were collected at two waves with a 6-month interval. Likeability and popularity were measured with peer nominations and social anxiety symptoms with self-reports. Autoregressive cross-lagged path models showed relative stability of social status and social anxiety. Girls who were seen as less popular by their classmates avoided social situations more frequently and experienced more distress during such situations over time. These results highlight the importance of distinguishing between different social status components and social anxiety symptoms and to take gender into account. Early support for less popular girls seems important to prevent more severe consequences of avoidance and distress, such as social exclusion and victimization