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Acta Psychologica Sinica    2019, Vol. 51 Issue (8) : 935-944     DOI: 10.3724/SP.J.1041.2019.00935
Reports of Empirical Studies |
Classroom bullying norms and bullying behavior:The mediating role of fear induced by group identity and peer pressure
ZENG Xinran,WANG Yue,DING Junhao,ZHOU Hui()
Department of Psychology, Sun Yat-sen University, Guangzhou 510275, China
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Abstract  

Evidence from past years has documented that group factors, such as group norms, are related to bullying in schools. Studies have revealed that groups’ bullying norms positively predicted individuals’ bullying behaviors. However, the mechanism underlying this phenomenon remains unclear. Studies have documented that peer pressure mediates the relationship between bullying norms among friends and cyber bullying. Moreover, when conflict is inevitable, fear leads to aggressive behavior. Therefore, the current research included two studies to clarify the relationship between classroom bullying norms and bullying behavior.


In the first study, a scenario-based experiment was conducted. A total of 89 male and 97 female primary school students in grades 4 through 6 were invited to participate in the study. Participants were randomly divided into the bullying norm priming group and the control group. After priming, participants in both groups completed the questionnaires addressing fear induced by group identity, peer pressure, and bullying behavior. Students from 23 classes were invited to participate in Study 2. A total of 459 males and 422 females (62 were lacking gender data) from grades 4, 5, 6, and 8 completed the questionnaires on classroom bullying norms, peer pressure, and bullying behavior. HLM version 7.0 was used for the hierarchical linear model.


The results of Study 1 showed that (1) participants in the bullying-norm priming group showed higher levels of bullying behavior, peer pressure, and fear induced by group identity than those in the control group; (2) fear induced by group identity and peer pressure was positively associated with bullying behavior; (3) after controlling for the effect of gender, peer pressure marginally but significantly mediated the relationship between classroom bullying norms and bullying behavior at the 95% confidence level (β = 0.064, p = 0.063). The result of Study 2 demonstrated that the mediating effect of peer pressure was significant at both the individual and the classroom level, even after controlling for the effect of gender. Specifically, (1) the indirect effect of peer pressure accounted for 22.24% of the total effect at the individual level and (2) the indirect effect of peer pressure accounted for 28.35% of the total effect at the classroom level.


The results of both studies highlighted the mediating role of peer pressure in classroom bullying norms and bullying behavior. The current study is the first to identify this mediating mechanism. The findings of the present study suggest that classroom norms and peer pressure deserve more attention in further prevention and intervention addressing school bullying.

Keywords primary and middle school students      class norm of bullying      bullying behavior      peer pressure      fear induced by group identity     
ZTFLH:  B844  
Corresponding Authors: Hui ZHOU     E-mail: edszh@mail.sysu.edu.cn
Issue Date: 24 June 2019
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Xinran ZENG
Yue WANG
Junhao DING
Hui ZHOU
Cite this article:   
Xinran ZENG,Yue WANG,Junhao DING, et al. Classroom bullying norms and bullying behavior:The mediating role of fear induced by group identity and peer pressure[J]. Acta Psychologica Sinica, 2019, 51(8): 935-944.
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http://journal.psych.ac.cn/xlxb/EN/10.3724/SP.J.1041.2019.00935     OR     http://journal.psych.ac.cn/xlxb/EN/Y2019/V51/I8/935
变量 M ± SD 相关
欺凌规范组 非欺凌规范组 1 2 3
1. 群体害怕 5.39 ± 2.51 3.64 ± 2.00 1
2. 同辈压力 4.00 ± 1.89 3.42 ± 1.70 0.39** 1
3. 欺凌行为 3.07 ± 1.59 2.67 ± 1.12 0.38** 0.15* 1
  
  
  
被试 人数(百分比) 班级数量
四年级 277人(29.4%) 7
五年级 109人(11.6%) 4
六年级 139人(14.7%) 4
初二 413人(43.8%) 8
年级缺失值 5人(0.5%)
总计 943人 23
  
变量 M ± SD 相关
男生 女生 总样本 1 3 4
1. 班级欺凌规范 12.46 ± 5.29 12.30 ± 5.81 12.39 ± 5.52 1
2. 同辈压力 10.96 ± 4.09 10.57 ± 4.03 10.87 ± 4.07 0.24** 1
3. 欺凌行为 6.59 ± 1.96 6.01 ± 1.62 6.35 ± 1.85 0.27** 0.35** 1
  
变量 欺凌行为 同辈压力
零模型 模型1 模型2 模型3 模型4 模型5 模型6
截距 6.38*** 5.57*** 3.60*** 5.57*** 4.60*** 7.33*** 7.32***
个体层面:
性别 -0.56*** -0.52*** -0.55*** -0.51***
个人感知欺凌规范 0.07*** 0.05*** 0.13***
同辈压力 0.11*** 0.12***
班级层面:
实际班级欺凌规范 0.13*** 0.05 0.13*** 0.09** 0.30* 0.30*
同辈压力 0.26*
组内方差(σ2) 2.94 2.72 2.56 2.84 2.62 14.41 14.82
组间方差(τ) 0.45 0.31 0.21 0.30 0.23 1.23 1.21
R2 0.31 0.53 0.33 0.49
模型误差 3716.82 3420.15 3367.81 3447.95 3383.36 5202.02 5224.81
  
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