Dong Zhe, Huitsing Gijs, Veenstra René
Department of Sociology and Interuniversity Center for Social Science Theory and Methodology, University of Groningen, Groningen, The Netherlands.
Prev Sci. 2025 Jan;26(1):43-55. doi: 10.1007/s11121-024-01762-y. Epub 2025 Jan 8.
Anti-bullying programs can create more positive classroom environments by fostering the development of positive leaders who establish constructive norms. The social identity theory of leadership addresses stability and change within different leader profiles and identifies leader group prototypicality: the extent to which leaders are perceived to embody the group identity, including standards, values, and norms. This study focuses on two key areas: (1) examining stability and change within positive and negative leader profiles, and (2) comparing transition probabilities between the KiVa anti-bullying intervention condition and a control condition. A sample of 6,629 children (2057 in the control condition and 4572 in the intervention condition) were followed from age 9 to age 11 in three waves of data collection. At each wave, latent profile analysis was used to identify two distinct leader profiles and three non-leader profiles based on peer nominations that included leadership, popularity, and both positive (defending) and negative (bullying) behavior. These profiles included (a) positive leaders, (b) negative leaders, (c) defenders, (d) bullies, and (e) modal children. Latent transition analysis for the full sample revealed more changing roles for negative leaders compared with positive leaders. In the intervention condition, negative leaders were more likely to make the transition to positive leaders than to bullies. This study shows that, in late childhood, positive leaders are perceived as more representative of the group leader prototypicality than negative leaders. These findings enhance understanding of leader profile evolution and may inform tailored leadership interventions.
反欺凌项目可以通过培养积极的领导者来营造更积极的课堂环境，这些领导者会建立建设性的规范。领导力的社会认同理论探讨了不同领导者形象中的稳定性和变化，并确定了领导者群体原型性：即领导者在多大程度上被视为体现了群体身份，包括标准、价值观和规范。本研究聚焦于两个关键领域：（1）考察积极和消极领导者形象中的稳定性和变化，以及（2）比较KiVa反欺凌干预组和对照组之间的转变概率。在三次数据收集过程中，对6629名儿童（对照组2057名，干预组4572名）进行了从9岁到11岁的跟踪研究。在每一轮中，基于同伴提名（包括领导力、受欢迎程度以及积极（捍卫）和消极（欺凌）行为），采用潜在剖面分析来识别两种不同的领导者形象和三种非领导者形象。这些形象包括：（a）积极领导者，（b）消极领导者，（c）捍卫者，（d）欺凌者，以及（e）普通儿童。对整个样本的潜在转变分析显示，与积极领导者相比，消极领导者的角色变化更多。在干预组中，消极领导者更有可能转变为积极领导者，而不是欺凌者。本研究表明，在童年后期，积极领导者比消极领导者更能代表群体领导者原型性。这些发现增进了对领导者形象演变的理解，并可能为量身定制的领导力干预提供参考。
