Abstract
Bullying is defined as persistent hostile actions intended to harm the recipient in a power imbalance relationship. While children and adolescents have been identified as either victims, bullies or bully-victims in past research, few studies have identified patterns of more specific forms of bullying and victimization that have not been examined. This study aimed to characterize classes of bullying behaviour and its associations in students aged 9 to 14 years from schools serving socially vulnerable students. The study used secondary self–report data from Chilean school students (n = 5151) aged 9–13 years. Using latent class analysis and ten observed items that report different forms of victimization and bullying, we identified five classes of bullying behaviour. Overall, 54% of the sample was included in a class associated with bullying behaviour, either as a victim, a bully, or a bully-victim. The most prevalent classes were non-involved (46%) and teasing victim (25%). Regarding predictors, emotional symptoms were associated with higher odds of belonging to the bully-victim, victim and victim teasing classes, in contrast to non-involved classes. In contrast, conduct problems were associated with higher odds of belonging to any class other than the non-involved class. Identifying heterogeneous classes of bullying and victimization and specific correlates may allow for tailoring intervention to prevent specific forms of bullying behaviour.
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Data Availability
The data can be requested from the following emails: jgaete@uandes.cl and mecarcamo@uc.cl.
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To Dr Melanie Zimmer-Gembeck for review and guidance on this manuscript.
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The authors disclose receipt of the following financial support for the research, authorship and/or publication of this article: ANID- Subdirección de Capital Humano/Doctorado Nacional/ 2022-21220470. Folder number: 21230331.
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Marcela Cárcamo, Patricio Cumsille and Jorge Gaete contributed to the conception or design of the work. Jorge Gaete participated in Data collection. Marcela Cárcamo realized the data analysis and interpretation. Marcela Cárcamo and Patricio Cumsille contributed to drafting the article, the critical revision, and the final approval of the version to be published.
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Cárcamo, M., Cumsille, P. & Gaete, J. Characterization of Latent Classes of Early Preadolescents from Their Reports of Victimization and Bullying – A Latent Class Analysis. Int Journal of Bullying Prevention (2024). https://doi.org/10.1007/s42380-024-00247-4
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DOI: https://doi.org/10.1007/s42380-024-00247-4