Heterogeneity of adolescent bullying perpetrators: Subtypes based on victimization and peer status.
bullying
bully‐victims
latent profile analysis
peer status
popularity
victimization
Journal
Journal of research on adolescence : the official journal of the Society for Research on Adolescence
ISSN: 1532-7795
Titre abrégé: J Res Adolesc
Pays: United States
ID NLM: 9109126
Informations de publication
Date de publication:
29 May 2024
29 May 2024
Historique:
received:
02
06
2023
accepted:
18
05
2024
medline:
29
5
2024
pubmed:
29
5
2024
entrez:
29
5
2024
Statut:
aheadofprint
Résumé
We identified different types of adolescent bullying perpetrators and nonbullies based on peer-reported bullying, victimization, and peer status (popularity, likeability, and rejection) and examined differences between bully subtypes in typical forms of bullying perpetrated. Moreover, we studied how bully subtypes differed from nonbullies with varying levels of victimization and peer status in academic and psychosocial adjustment. The study utilizes data from 10,689 adolescents (48.3% boys, mean age 14.7 years). Latent profile analysis identified three distinct subgroups of bullies: popular-liked bullies (13.5%), popular-rejected bully-victims (5.8%), and bully-victims (6.9%), and four groups on nonbullies. High-status bullies (popular-liked and popular-rejected) resembled nonbullies in many ways and had even lower social anxiety, whereas bully-victims were the most maladjusted group. Overall, popularity seems to protect adolescents from social anxiety, and victimization is related to internalizing problems. Results suggest that bullying, victimization, and peer status can be used to identify distinct subtypes of bullies.
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Subventions
Organisme : Research Council of Finland (INVEST Research Flagship Center)
ID : 320162
Organisme : Eunice Kennedy Shriver National Institute of Child Health and Human Development of the National Institutes of Health
ID : F32HD100054
Informations de copyright
© 2024 The Author(s). Journal of Research on Adolescence published by Wiley Periodicals LLC on behalf of Society for Research on Adolescence.
Références
Asparouhov, T., & Muthen, B. (2021). Auxiliary variables in mixture modeling: Using the BCH method in Mplus to estimate a distal outcome model and an arbitrary secondary model. Mplus Web. Notes: No. 21, Version 11, 80.
Azevedo Da Silva, M., Gonzalez, J. C., Person, G. L., & Martins, S. S. (2020). Bidirectional association between bullying perpetration and internalizing problems among youth. Journal of Adolescent Health, 66(3), 315–322. https://doi.org/10.1016/j.jadohealth.2019.09.022
Badaly, D., Kelly, B. M., Schwartz, D., & Dabney‐Lieras, K. (2013). Longitudinal associations of electronic aggression and victimization with social standing during adolescence. Journal of Youth and Adolescence, 42(6), 891–904. https://doi.org/10.1007/s10964‐012‐9787‐2
Baiden, P., LaBrenz, C. A., Okine, L., Thrasher, S., & Asiedua‐Baiden, G. (2020). The toxic duo: Bullying involvement and adverse childhood experiences as factors associated with school disengagement among children. Children and Youth Services Review, 119, 105383. https://doi.org/10.1016/j.childyouth.2020.105383
Bakk, Z., Tekle, F. B., & Vermunt, J. K. (2013). Estimating the association between latent class membership and external variables using bias‐adjusted three‐step approaches. Sociological Methodology, 43(1), 272–311. https://doi.org/10.1177/0081175012470644
Bakk, Z., & Vermunt, J. K. (2016). Robustness of stepwise latent class modeling with continuous distal outcomes. Structural Equation Modeling: A Multidisciplinary Journal, 23(1), 20–31. https://doi.org/10.1080/10705511.2014.955104
Bardach, L., Yanagida, T., & Strohmeier, D. (2022). Revisiting the intricate interplay between aggression and preadolescents' school functioning: Longitudinal predictions and multilevel latent profiles. Developmental Psychology, 58(4), 714–729. https://doi.org/10.1037/dev0001317
Beck, A. T., Steer, R. A., & Garbin, M. G. (1988). Psychometric properties of the Beck depression inventory: Twenty‐five years of evaluation. Clinical Psychology Review, 8, 77–100. https://doi.org/10.1016/0272‐7358(88)90050‐5
Berger, C., Batanova, M., & Duncan Cance, J. (2015). Aggressive and prosocial? Examining latent profiles of behavior, social status, machiavellianism, and empathy. Journal of Youth and Adolescence, 44(12), 2230–2244. https://doi.org/10.1007/s10964‐015‐0298‐9
Bolck, A., Croon, M., & Hagenaars, J. (2004). Estimating latent structure models with categorical variables: One‐step versus three‐step estimators. Political Analysis, 12(1), 3–27. https://doi.org/10.1093/pan/mph001
Burns, S., Maycock, B., Cross, D., & Brown, G. (2008). The power of peers: Why some students bully others to conform. Qualitative Health Research, 18(12), 1704–1716. https://doi.org/10.1177/1049732308325865
Caravita, S. C. S., & Cillessen, A. H. N. (2012). Agentic or communal? Associations between interpersonal goals, popularity, and bullying in middle childhood and early adolescence. Social Development, 21(2), 376–395. https://doi.org/10.1111/j.1467‐9507.2011.00632.x
Cillessen, A. H. N., & Marks, P. E. L. (2011). Conceptualizing and measuring popularity. In A. H. N. Cillessen, D. Schwartz, & L. Mayeux (Eds.), Popularity in the peer system (pp. 25–56). The Guilford Press. https://repository.ubn.ru.nl/handle/2066/100000
Cillessen, A. H. N., & Mayeux, L. (2004). From censure to reinforcement: Developmental changes in the association between aggression and social status. Child Development, 75(1), 147–163. https://doi.org/10.1111/j.1467‐8624.2004.00660.x
Cole, J. C. M., Cornell, D. G., & Sheras, P. (2006). Identification of school bullies by survey methods. Professional School Counseling, 9(4), 2156759X0500900417. https://doi.org/10.1177/2156759X0500900417
Cook, C. R., Williams, K. R., Guerra, N. G., Kim, T. E., & Sadek, S. (2010). Predictors of bullying and victimization in childhood and adolescence: A meta‐analytic investigation. School Psychology Quarterly, 25(2), 65–83. https://doi.org/10.1037/a0020149
Dawes, M., & Malamut, S. (2020). No one is safe: Victimization experiences of high‐status youth. Adolescent Research Review, 5(1), 27–47. https://doi.org/10.1007/s40894‐018‐0103‐6
de Bruyn, E. H., Cillessen, A. H. N., & Wissink, I. B. (2010). Associations of peer acceptance and perceived popularity with bullying and victimization in early adolescence. Journal of Early Adolescence, 30(4), 543–566. https://doi.org/10.1177/0272431609340517
Demaray, M. K., & Malecki, C. K. (2003). Perceptions of the frequency and importance of social support by students classified as victims, bullies, and bully/victims in an urban middle school. School Psychology Review, 32(3), 471–489. https://doi.org/10.1080/02796015.2003.12086213
Duffy, A. L., Penn, S., Nesdale, D., & Zimmer‐Gembeck, M. J. (2017). Popularity: Does it magnify associations between popularity prioritization and the bullying and defending behavior of early adolescent boys and girls? Social Development, 26(2), 263–277. https://doi.org/10.1111/sode.12206
Eslea, M., Menesini, E., Morita, Y., O'Moore, M., Mora‐Merchán, J. A., Pereira, B. O., Smith, P., Smith, P. K., & Smith, P. (2004). Friendship and loneliness among bullies and victims: Data from seven countries. Aggressive Behavior, 30(1), 71–83. https://doi.org/10.1002/ab.20006
Estévez, E., Murgui, S., & Musitu, G. (2009). Psychological adjustment in bullies and victims of school violence. European Journal of Psychology of Education, 24(4), 473–483. https://doi.org/10.1007/BF03178762
Ettekal, I., & Ladd, G. W. (2017). Developmental continuity and change in physical, verbal, and relational aggression and peer victimization from childhood to adolescence. Developmental Psychology, 53(9), 1709–1721. https://doi.org/10.1037/dev0000357
Farmer, T. W., Estell, D. B., Bishop, J. L., O'Neal, K. K., & Cairns, B. D. (2003). Rejected bullies or popular leaders? The social relations of aggressive subtypes of rural African American early adolescents. Developmental Psychology, 39(6), 992–1004. https://doi.org/10.1037/0012‐1649.39.6.992
Farmer, T. W., Estell, D. B., Leung, M.‐C., Trott, H., Bishop, J., & Cairns, B. D. (2003). Individual characteristics, early adolescent peer affiliations, and school dropout: An examination of aggressive and popular group types. Journal of School Psychology, 41, 217–232. https://doi.org/10.1016/S0022‐4405(03)00046‐3
Garandeau, C. F., Lee, I. A., & Salmivalli, C. (2014). Differential effects of the KiVa anti‐bullying program on popular and unpopular bullies. Journal of Applied Developmental Psychology, 35(1), 44–50. https://doi.org/10.1016/j.appdev.2013.10.004
Garandeau, C. F., Turunen, T., Saarento‐Zaprudin, S., & Salmivalli, C. (2023). Effects of the KiVa anti‐bullying program on defending behavior: Investigating individual‐level mechanisms of change. Journal of School Psychology, 99, 101226. https://doi.org/10.1016/j.jsp.2023.101226
Gini, G., & Pozzoli, T. (2013). Bullied children and psychosomatic problems: A meta‐analysis. Pediatrics, 132, 720–729. https://doi.org/10.1542/peds.2013‐0614
Graham, S., Bellmore, A. D., & Mize, J. (2006). Peer victimization, aggression, and their co‐occurrence in middle school: Pathways to adjustment problems. Journal of Abnormal Child Psychology, 34(3), 349–364. https://doi.org/10.1007/s10802‐006‐9030‐2
Guy, A., Lee, K., & Wolke, D. (2019). Comparisons between adolescent bullies, victims, and bully‐victims on perceived popularity, social impact, and social preference. Frontiers in Psychiatry, 10, 868. https://doi.org/10.3389/fpsyt.2019.00868
Hafen, C. A., Laursen, B., Nurmi, J.‐E., & Salmela‐Aro, K. (2013). Bullies, victims, and antipathy: The feeling is mutual. Journal of Abnormal Child Psychology, 41(5), 801–809. https://doi.org/10.1007/s10802‐013‐9720‐5
Hartl, A. C., Laursen, B., Cantin, S., & Vitaro, F. (2020). A test of the bistrategic control hypothesis of adolescent popularity. Child Development, 91(3), e635–e648. https://doi.org/10.1111/cdev.13269
Hawley, P. H. (2003). Prosocial and coercive configurations of resource control in early adolescence: A case for the well‐adapted Machiavellian. Merrill‐Palmer Quarterly, 49(3), 279–309. https://doi.org/10.1353/mpq.2003.0013
Hawley, P. H., Little, T. D., & Card, N. A. (2007). The allure of a mean friend: Relationship quality and processes of aggressive adolescents with prosocial skills. International Journal of Behavioral Development, 31(2), 170–180. https://doi.org/10.1177/0165025407074630
Haynie, D. L., Nansel, T., Eitel, P., Crump, A. D., Saylor, K., Yu, K., & Simons‐Morton, B. (2001). Bullies, victims, and bully/victims: Distinct groups of at‐risk youth. The Journal of Early Adolescence, 21(1), 29–49. https://doi.org/10.1177/0272431601021001002
Holm, S. (1979). A simple sequentially rejective multiple test procedure. Scandinavian Journal of Statistics, 6(2), 65–70.
Holt, M. K., & Espelage, D. (2007). Perceived social support among bullies, victims, and bully‐victims. Journal of Youth and Adolescence, 36(8), 984–994. https://doi.org/10.1007/s10964‐006‐9153‐3
Juvonen, J., & Graham, S. H. (2014). Bullying in schools: The power of bullies and the plight of victims. Annual Review of Psychology, 65(1), 159–185. https://doi.org/10.1146/annurev‐psych‐010213‐115030
Juvonen, J., Wang, Y., & Espinoza, G. (2013). Physical aggression, spreading of rumors, and social prominence in early adolescence: Reciprocal effects supporting gender similarities? Journal of Youth and Adolescence, 42(12), 1801–1810. https://doi.org/10.1007/s10964‐012‐9894‐0
Kärnä, A., Voeten, M., Little, T. D., Alanen, E., Poskiparta, E., & Salmivalli, C. (2013). Effectiveness of the KiVa antibullying program: Grades 1–3 and 7–9. Journal of Educational Psychology, 105(2), 535–551. https://doi.org/10.1037/a0030417
Kaukiainen, A., Salmivalli, C., Lagerspetz, K., Tamminen, M., Vauras, M., Mäki, H., & Poskiparta, E. (2002). Learning difficulties, social intelligence, and self–concept: Connections to bully–victim problems. Scandinavian Journal of Psychology, 43(3), 269–278. https://doi.org/10.1111/1467‐9450.00295
Kelly, E. V., Newton, N. C., Stapinski, L. A., Slade, T., Barrett, E. L., Conrod, P. J., & Teesson, M. (2015). Suicidality, internalizing problems and externalizing problems among adolescent bullies, victims and bully‐victims. Preventive Medicine, 73, 100–105. https://doi.org/10.1016/j.ypmed.2015.01.020
Kennedy, R. S. (2021). Bully‐victims: An analysis of subtypes and risk characteristics. Journal of Interpersonal Violence, 36(11–12), 5401–5421. https://doi.org/10.1177/0886260517741213
Khatri, P., Kupersmidt, J. B., & Patterson, C. (2000). Aggression and peer victimization as predictors of self‐reported behavioral and emotional adjustment. Aggressive Behavior, 26(5), 345–358. https://doi.org/10.1002/1098‐2337(2000)26:5<345::AID‐AB1>3.0.CO;2‐L
Kim, Y. S., Leventhal, B. L., Koh, Y.‐J., Hubbard, A., & Boyce, W. T. (2006). School bullying and youth violence: Causes or consequences of psychopathologic behavior? Archives of General Psychiatry, 63(9), 1035–1041. https://doi.org/10.1001/archpsyc.63.9.1035
La Greca, A. M., & Lopez, N. (1998). Social anxiety among adolescents: Linkages with peer relations and friendships. Journal of Abnormal Child Psychology, 26(2), 83–94. https://doi.org/10.1023/A:1022684520514
Laursen, B., & Veenstra, R. (2021). Toward understanding the functions of peer influence: A summary and synthesis of recent empirical research. Journal of Research on Adolescence, 31(4), 889–907. https://doi.org/10.1111/jora.12606
Lee, E. (2009). The relationship of aggression and bullying to social preference: Differences in gender and types of aggression. International Journal of Behavioral Development, 33(4), 323–330. https://doi.org/10.1177/0165025408098028
Loch, A. P., Astolfi, R. C., Leite, M. A., Papa, C. H. G., Ryngelblum, M., Eisner, M., & Peres, M. F. T. (2020). Victims, bullies and bully–victims: Prevalence and association with negative health outcomes from a cross‐sectional study in São Paulo, Brazil. International Journal of Public Health, 65(8), 1485–1495. https://doi.org/10.1007/s00038‐020‐01481‐5
López‐Castro, L., Smith, P. K., Robinson, S., & Görzig, A. (2023). Age differences in bullying victimisation and perpetration: Evidence from cross‐cultural surveys. Aggression and Violent Behavior, 73, 101888. https://doi.org/10.1016/j.avb.2023.101888
Malamut, S. T., Dawes, M., Lansu, T. A. M., van den Berg, Y., & Cillessen, A. H. N. (2022). Differences in aggression and alcohol use among youth with varying levels of victimization and popularity status. Journal of Youth and Adolescence, 51(10), 1914–1925. https://doi.org/10.1007/s10964‐022‐01649‐7
Malamut, S. T., Luo, T., & Schwartz, D. (2020). Prospective associations between popularity, victimization, and aggression in early adolescence. Journal of Youth and Adolescence, 49(11), 2347–2357. https://doi.org/10.1007/s10964‐020‐01248‐4
Marengo, D., Fabris, M. A., Prino, L. E., Settanni, M., & Longobardi, C. (2021). Student‐teacher conflict moderates the link between students' social status in the classroom and involvement in bullying behaviors and exposure to peer victimization. Journal of Adolescence, 87(1), 86–97. https://doi.org/10.1016/j.adolescence.2021.01.005
Masyn, K. E. (2013). Latent class analysis and finite mixture modeling. In T. D. Little (Ed.), The Oxford handbook of quantitative methods (Vol. 2, pp. 551–611). Oxford University Press.
Mayeux, L., Houser, J. J., & Dyches, K. D. (2011). Social acceptance and popularity: Two distinct forms of peer status. In A. H. N. In, D. S. Cillessen, & L. Mayeux (Eds.), Popularity in the peer system (pp. 79–102). The Guilford Press.
Muthén, L. K., & Muthén, B. O. (1998‐2022). Mplus User's Guide (Eighth ed.). Muthén & Muthén. http://www.statmodel.com/html_ug.shtml
Nylund‐Gibson, K., Grimm, R. P., & Masyn, K. E. (2019). Prediction from latent classes: A demonstration of different approaches to include distal outcomes in mixture models. Structural Equation Modeling: A Multidisciplinary Journal, 26(6), 967–985. https://doi.org/10.1080/10705511.2019.1590146
O'Brennan, L. M., Bradshaw, C. P., & Sawyer, A. L. (2009). Examining developmental differences in the social‐emotional problems among frequent bullies, victims, and bully/victims. Psychology in the Schools, 46(2), 100–115. https://doi.org/10.1002/pits.20357
Olweus, D. (1993). Bullying at school: What we know and what we can do. Blackwell.
Olweus, D. (1996). The revised Olweus bully/victim questionnaire. University of Bergen.
Olweus, D., Limber, S. P., & Breivik, K. (2019). Addressing specific forms of bullying: A large‐scale evaluation of the Olweus Bullying Prevention Program. International Journal of Bullying Prevention, 1(1), 70–84. https://doi.org/10.1007/s42380‐019‐00009‐7
O'Moore, M., & Kirkham, C. (2001). Self‐esteem and its relationship to bullying behaviour. Aggressive Behavior, 27(4), 269–283. https://doi.org/10.1002/ab.1010
Özdemir, M., & Stattin, H. (2011). Bullies, victims, and bully‐victims: A longitudinal examination of the effects of bullying‐victimization experiences on youth well‐being. Journal of Aggression, Conflict and Peace Research, 3(2), 97–102. https://doi.org/10.1108/17596591111132918
Peeters, M., Cillessen, A., & Scholte, R. (2010). Clueless or powerful? Identifying subtypes of bullies in adolescence. Journal of Youth and Adolescence, 39, 1041–1052. https://doi.org/10.1007/s10964‐009‐9478‐9
Pollastri, A. R., Cardemil, E. V., & O'Donnell, E. H. (2010). Self‐esteem in pure bullies and bully/victims: A longitudinal analysis. Journal of Interpersonal Violence, 25(8), 1489–1502. https://doi.org/10.1177/0886260509354579
Pouwels, J. L., Lansu, T. A. M., & Cillessen, A. H. N. (2018). A developmental perspective on popularity and the group process of bullying. Aggression and Violent Behavior, 43, 64–70. https://doi.org/10.1016/j.avb.2018.10.003
Pouwels, J. L., van Noorden, T. H. J., Lansu, T. A. M., & Cillessen, A. H. N. (2018). The participant roles of bullying in different grades: Prevalence and social status profiles. Social Development, 27(4), 732–747. https://doi.org/10.1111/sode.12294
Pozzoli, T., & Gini, G. (2021). Longitudinal relations between students' social status and their roles in bullying: The mediating role of self‐perceived social status. Journal of School Violence, 20(1), 76–88. https://doi.org/10.1080/15388220.2020.1850462
Prinstein, M. J., & Cillessen, A. H. N. (2003). Forms and functions of adolescent peer aggression associated with high levels of peer status. Merrill‐Palmer Quarterly, 49(3), 310–342. https://doi.org/10.1353/mpq.2003.0015
Reijntjes, A., Vermande, M., Goossens, F. A., Olthof, T., van de Schoot, R., Aleva, L., & van der Meulen, M. (2013). Developmental trajectories of bullying and social dominance in youth. Child Abuse and Neglect, 37(4), 224–234. https://doi.org/10.1016/j.chiabu.2012.12.004
Rigby, K., & Slee, P. T. (1991). Bullying among Australian school children: Reported behavior and attitudes toward victims. Journal of Social Psychology, 131(5), 615–627. https://doi.org/10.1080/00224545.1991.9924646
Rodkin, P. C., Farmer, T. W., Pearl, R., & Acker, R. V. (2006). They're cool: Social status and peer group supports for aggressive bos and girls. Social Development, 15(2), 175–204. https://doi.org/10.1046/j.1467‐9507.2006.00336.x
Rose, C. A., Monda‐Amaya, L. E., & Espelage, D. L. (2011). Bullying perpetration and victimization in special education: A review of the literature. Remedial and Special Education, 32(2), 114–130. https://doi.org/10.1177/0741932510361247
Rosenberg, M. (1965). Society and the adolescent self‐image. Princeton University Press.
Salmivalli, C., & Isaacs, J. (2005). Prospective relations among victimization, rejection, friendlessness, and children's self‐ and peer‐perceptions. Child Development, 76(6), 1161–1171. https://doi.org/10.1111/j.1467‐8624.2005.00841.x‐i1
Salmivalli, C., Lagerspetz, K., Björkqvist, K., Österman, K., & Kaukiainen, A. (1996). Bullying as a group process: Participant roles and their relations to social status within the group. Aggressive Behavior, 22(1), 1–15.
Salmivalli, C., & Nieminen, E. (2002). Proactive and reactive aggression among school bullies, victims, and bully‐victims. Aggressive Behavior, 28(1), 30–44. https://doi.org/10.1002/ab.90004
Salmivalli, C., & Voeten, M. (2004). Connections between attitudes, group norms, and behaviour in bullying situations. International Journal of Behavioral Development, 28(3), 246–258. https://doi.org/10.1080/01650250344000488
Shahrour, G., Dardas, L. A., Al‐Khayat, A., & Al‐Qasem, A. (2020). Prevalence, correlates, and experiences of school bullying among adolescents: A national study in Jordan. School Psychology International, 41(5), 430–453. https://doi.org/10.1177/0143034320943923
Solberg, M. E., Olweus, D., & Endresen, I. M. (2007). Bullies and victims at school: Are they the same pupils? British Journal of Educational Psychology, 77(2), 441–464. https://doi.org/10.1348/000709906X105689
Sutton, J., Smith, P. K., & Swettenham, J. (1999a). Bullying and ‘theory of mind’: A critique of the ‘social skills deficit’ view of anti‐social behaviour. Social Development, 8(1), 117–127. https://doi.org/10.1111/1467‐9507.00083
Sutton, J., Smith, P. K., & Swettenham, J. (1999b). Social cognition and bullying: Social inadequacy or skilled manipulation? The British Journal of Developmental Psychology, 17, 435–450.
Turunen, T., Poskiparta, E., Salmivalli, C., Niemi, P., & Lerkkanen, M.‐K. (2021). Longitudinal associations between poor reading skills, bullying and victimization across the transition from elementary to middle school. PLoS One, 16(3), e0249112. https://doi.org/10.1371/journal.pone.0249112
Vaillancourt, T., Hymel, S., & McDougall, P. (2003). Bullying is power. Journal of Applied School Psychology, 19(2), 157–176. https://doi.org/10.1300/J008v19n02_10
van den Berg, Y. H. M., Burk, W. J., & Cillessen, A. H. N. (2015). Identifying subtypes of peer status by combining popularity and preference: A cohort‐sequential approach. The Journal of Early Adolescence, 35(8), 1108–1137. https://doi.org/10.1177/0272431614554704
van den Berg, Y. H. M., Lansu, T. A. M., & Cillessen, A. H. N. (2020). Preference and popularity as distinct forms of status: A meta‐analytic review of 20 years of research. Journal of Adolescence, 84(1), 78–95. https://doi.org/10.1016/j.adolescence.2020.07.010
van Noorden, T. H. J., Haselager, G. J. T., Cillessen, A. H. N., & Bukowski, W. M. (2015). Empathy and involvement in bullying in children and adolescents: A systematic review. Journal of Youth and Adolescence, 44(3), 637–657. https://doi.org/10.1007/s10964‐014‐0135‐6
Veenstra, R., Lindenberg, S., Munniksma, A., & Dijkstra, J. K. (2010). The complex relation between bullying, victimization, acceptance, and rejection: Giving special attention to status, affection, and sex differences. Child Development, 81(2), 480–486. https://doi.org/10.1111/j.1467‐8624.2009.01411.x
Veenstra, R., Lindenberg, S., Oldehinkel, A. J., De Winter, A. F., Verhulst, F. C., & Ormel, J. (2005). Bullying and victimization in elementary schools: A comparison of bullies, victims, bully/victims, and uninvolved preadolescents. Developmental Psychology, 41(4), 672–682. https://doi.org/10.1037/0012‐1649.41.4.672
Vermunt, J. K. (2010). Latent class modeling with covariates: Two improved three‐step approaches. Political Analysis, 18(4), 450–469. https://doi.org/10.1093/pan/mpq025
Volk, A. A., Dane, A. V., & Al‐Jbouri, E. (2022). Is adolescent bullying an evolutionary adaptation? A 10‐year review. Educational Psychology Review, 34, 2351–2378. https://doi.org/10.1007/s10648‐022‐09703‐3
Wiertsema, M., Vrijen, C., van der Ploeg, R., Sentse, M., & Kretschmer, T. (2022). Bullying perpetration and social status in the peer group: A meta‐analysis. Journal of Adolescence, 95, 34–55. https://doi.org/10.1002/jad.12109
Yanagida, T. (2024). Misty: Miscellaneous functions ‘T. Yanagida’. R package version 0.6.1. https://cran.r‐project.org/package=misty
Yang, A., Li, X., & Salmivalli, C. (2016). Maladjustment of bully‐victims: Validation with three identification methods. Educational Psychology, 36(8), 1390–1407. https://doi.org/10.1080/01443410.2015.1015492
Yang, A., & Salmivalli, C. (2013). Different forms of bullying and victimization: Bully‐victims versus bullies and victims. European Journal of Developmental Psychology, 10(6), 723–738. https://doi.org/10.1080/17405629.2013.793596