Lintner Tomáš, Klocek Adam, Ropovik Ivan, Kollerová Lenka
Department of Educational Sciences, Masaryk University, Brno, Czech Republic.
Institute of Psychology, Czech Academy of Sciences, Brno, Czech Republic.
Aggress Behav. 2025 Jan;51(1):e70020. doi: 10.1002/ab.70020.
Reputational peer nominations are a common method for measuring involvement in aggression-related behaviors, encompassing the roles of aggressor, victim, and defender, but may be influenced by students' affective (dis)liking relationships. This social network study investigated whether dyad- and group-level (dis)liking relationships affect perceptions of classmates' involvement in physical aggression and explored the moderating roles of classroom moral disengagement and defending norms. The study employed a longitudinal design with two time points 6 months apart, encompassing 27 classrooms and 632 early adolescents. Using multiplex stochastic actor-oriented modeling, we found that liking, but not disliking, significantly influenced perceptions. Liking a classmate increased the likelihood of perceiving them as a defender. Moreover, students' own perceptions (aggressor, victim, and defender nominations) were shaped by the perceptions of classmates they liked, while classroom moral disengagement reduced this influence for defender nominations. Results on classroom defending norms were mixed. Our findings underscore the importance of accounting for students' liking relationships and classroom-level norms to reduce bias in peer nominations and improve the accuracy of assessments of aggression-related behaviors.
声誉同伴提名是衡量参与攻击性行为的一种常用方法，涵盖攻击者、受害者和捍卫者的角色，但可能会受到学生情感上的（不）喜欢关系的影响。这项社会网络研究调查了二元和群体层面的（不）喜欢关系是否会影响对同学参与身体攻击的看法，并探讨了课堂道德脱离和捍卫规范的调节作用。该研究采用了纵向设计，两个时间点相隔6个月，涵盖27个班级和632名青少年早期学生。使用多重随机行为者导向模型，我们发现喜欢而非不喜欢会显著影响看法。喜欢一位同学会增加将其视为捍卫者的可能性。此外，学生自己的看法（攻击者、受害者和捍卫者提名）受到他们喜欢的同学看法的影响，而课堂道德脱离减少了这种对捍卫者提名的影响。关于课堂捍卫规范的结果好坏参半。我们的研究结果强调了考虑学生喜欢关系和课堂层面规范对于减少同伴提名中的偏差以及提高攻击性行为评估准确性的重要性。
