Peer victimization and well-being as a function of same-ethnicity classmates and classroom social norms: Revisiting person × environment mismatch theory.

2021 ◽  
Vol 57 (12) ◽  
pp. 2050-2066
Author(s):  
Wendy Troop-Gordon ◽  
Kalie Chambless ◽  
Taylor Brandt
Keyword(s):  
Social Norms ◽  
Peer Victimization ◽  
Well Being ◽  
Mismatch Theory

Unpacking the misfit effect: Exploring the influence of gender and social norms on the association between aggression and peer victimization

2021 ◽  
pp. 016502542199286
Author(s):  
Ellyn Charlotte Bass ◽  
Lina Maria Saldarriaga ◽  
Ana Maria Velasquez ◽  
Jonathan B. Santo ◽  
William M. Bukowski
Keyword(s):  
Social Norms ◽  
Peer Victimization ◽  
Relational Aggression ◽  
Peer Relationships ◽  
Peer Group ◽  
Peer Groups ◽  
Well Being ◽  
Self Report ◽  
Social Regulation ◽  
Adolescent Peer Groups

Social norms are vital for the functioning of adolescent peer groups; they can protect the well-being of groups and individual members, often by deterring harmful behaviors, such as aggression, through enforcement mechanisms like peer victimization; in adolescent peer groups, those who violate aggression norms are often subject to victimization. However, adolescents are nested within several levels of peer group contexts, ranging from small proximal groups, to larger distal groups, and social norms operate within each. This study assessed whether there are differences in the enforcement of aggression norms at different levels. Self-report and peer-nomination data were collected four times over the course of a school year from 1,454 early adolescents ( M age = 10.27; 53.9% boys) from Bogota, Colombia. Multilevel modeling provided support for social regulation of both physical aggression and relational aggression via peer victimization, as a function of gender, grade-level, proximal (friend) or distal (class) injunctive norms of aggression (perceptions of group-level attitudes), and descriptive norms of aggression. Overall, violation of proximal norms appears to be more powerfully enforced by adolescent peer groups. The findings are framed within an ecological systems theory of adolescent peer relationships.

Africa - Israel - Africa Return-migration experiences of African labour migrants

2013 ◽  
Vol 10 (1) ◽  
pp. 57-70 ◽  
Author(s):  
Galia Sabar
Keyword(s):  
Qualitative Research ◽  
Social Norms ◽  
Return Migration ◽  
Personal Responsibility ◽  
Well Being ◽  
Material Goods ◽  
Economic Assets ◽  
Migration Experiences ◽  
Return Process

This paper analyses homecoming experiences of African labour migrants who lived in Israel and returned home. Using qualitative research methodologies, I discerned what factors - material and non-material - determine the relative success of the return process. Focusing on these factors’ effects, I offer a new understanding of labour migrants’ homecoming experiences: those who are “content,” “readjusting,” or “lost. Following Ulrich Beck's (2006) analysis of cosmopolitanism, I suggest that these categories portray significant new life spaces that are neither what they left nor what they came from, and are dynamic, fragile, and constantly changing. In some cases the influence of economic assets on the returned migrants’ homecoming experience was indeed crucial, in many other cases the challenges of reconnecting oneself with home, family, and existing social norms and customs was much more influential on their homecoming experience including on their sense of well-being. Furthermore, some of the non-material goods such as individualization, personal responsibility, and long-term planning proved useful, others such as trust, particularly in relation to family, were detrimental.

scholarly journals Coping Strategies against Peer Victimization: Differences According to Gender, Grade, Victimization Status and Perceived Classroom Social Climate

2021 ◽  
Vol 13 (5) ◽  
pp. 2605
Author(s):  
María-Jesús Cava ◽  
Ester Ayllón ◽  
Inés Tomás
Keyword(s):  
Coping Strategies ◽  
Peer Victimization ◽  
Classroom Climate ◽  
Well Being ◽  
Good Health ◽  
Social Climate ◽  
Intervention Programs ◽  
The Sustainable Development ◽  
School Grades ◽  
Teacher Student

The Sustainable Development Goals (SDGs) include “Good Health and Well-being” (SDG3) and “Quality Education” (SDG4). Nevertheless, many students cannot achieve these goals if they suffer peer victimization at their schools, and intervention programs to reduce it are necessary. These programs should consider the possible differences in the coping strategies preferred by students according to some personal (e.g., gender, grade, victimization status) and contextual (e.g., perceived classroom social climate) factors to be more effective. Therefore, the objective of this study was to analyze the possible differences in the coping strategies preferred by students (ask a friend for help, ask a teacher for help, ask parents for help, not ask anyone for help, fighting back, avoid the aggressor and ask the aggressor why) to handle situations of relational, physical and verbal peer victimization according to their gender, school grade, victimization status and perceived classroom social climate. The sample comprised 479 students (52.2% boys, 47.8% girls) aged from 9 to 14 years (M = 11.21, SD = 1.52). The results showed that girls chose the strategies of asking friends or adults for help and asking the aggressor why more than boys, while boys chose the strategies of fighting back and not ask anyone for help more than girls. The coping strategy of asking a teacher for help was preferred more by students of lower school grades and by students with a positive perception of the classroom climate. Victimized students preferred the strategy of not asking anyone for help. These results may be useful for developing more effective intervention programs. These programs should aim to enhance the teacher–student relationship in upper school grades, help victimized students to inform about peer aggression situations and improve perceived classroom social climate.

Associations between peer victimization, perceived teacher unfairness, and adolescents' adjustment and well-being

2018 ◽  
Vol 67 ◽  
pp. 56-68 ◽  
Author(s):  
Gianluca Gini ◽  
Claudia Marino ◽  
Tiziana Pozzoli ◽  
Melissa Holt
Keyword(s):  
Peer Victimization ◽  
Well Being

scholarly journals Adherence and Psychosocial Well-Being During Pandemic-Associated Pre-deployment Quarantine

2021 ◽  
Vol 9 ◽  
Author(s):  
Antje Bühler ◽  
Gerd-Dieter Willmund
Keyword(s):  
Mental Health ◽  
Social Support ◽  
Social Norms ◽  
Perceived Risk ◽  
Perceived Social Support ◽  
Well Being ◽  
Individual Risk ◽  
Ongoing Research ◽  
Clear Communication ◽  
Unit Cohesion

Background: With the purpose of preventing SARS-Cov-2 traveling with the troops, pre-deployment and post-deployment quarantine are mandatory for the German military. This study investigates which factors could be addressed in order to facilitate adherence and mental health during isolation.Method: Six hundred three soldiers completed questionnaires at the beginning and at the end of pre-deployment quarantine: Mini-SCL (BSI), Perceived Social Support (FSozU-K22), Unit Cohesion, Military Quarantine Adherence Questionnaire (MQAQ), and quarantine-associated factors including informedness about Covid-19, perceived individual risk, benefit of quarantine, clarity of quarantine protocol, need of intimacy, social norms, stigma, practicality of the quarantine, financial disadvantages, boredom, and health promoting leadership.Results: Using stepwise regression analyses, up to 57% of the quarantine adherence was explained by social norms, boredom, perceived benefit/effectiveness of the quarantine, clear communication of the quarantine protocol and perceived risk of an infection, with social norms explaining 43%. In respect to mental health (Mini-SCL) at the beginning of quarantine, only 15% is explained by being in a partnership, (un)fulfilled need for bonding/intimacy, perceived unit cohesion, and perceived social support. Up to 20 % of the variance in mental health at the end of quarantine is explained by accumulated days of isolation before pre-deployment quarantine, age, clear communication of the quarantine protocol, perceived social support, fulfilled need for bonding/intimacy and perceived stigma. Mental health and quarantine adherence did correlate significantly, but to a slight extent. No differences between the beginning and the end of pre-deployment quarantine were found for the overall group in respect to mental health, quarantine adherence, perceived social support and perceived unit cohesion, while their trajectories differed for different subgroups including age, gender, rank, and accumulated days of quarantine: With increasing accumulated days of isolation prior to pre-deployment quarantine, mental health declined over the course of quarantine, though to a small degree.Conclusion: Findings suggest that addressing the norms of fellow soldiers and dependents alike could contribute to quarantine adherence in pre-deployment quarantine. Ongoing research should examine long-term effects on mental health, including these of accumulated days of quarantine, also taking into account post-deployment quarantine.

scholarly journals Economic Welfare Measurements and Human Well-being

2006 ◽  
Author(s):  
Avner Offer
Keyword(s):  
Social Welfare ◽  
Social Norms ◽  
Social Indicators ◽  
Well Being ◽  
Economic Welfare ◽  
National Accounts ◽  
Goods And Services ◽  
The Third ◽  
Psychological Indicators ◽  
Hedonic Experience

This chapter focuses on alternative ways of measuring social welfare. These alternative measurements follow three approaches. The first involves extending the national accounts to incorporate non-market goods and services and to eliminate detrimental components. A second approach identifies social norms and evaluates their satisfaction through social indicators. The third approach involves the use of psychological indicators and attempts to reach directly into the experience of welfare using surveys of subjected well-being and research on the dynamics of hedonic experience.

Sign in / Sign up

Export Citation Format

Share Document