How Affective Relationships and Classroom Norms Shape
Perceptions of Aggressor, Victim, and Defender Roles

J 2025

How Affective Relationships and Classroom Norms Shape Perceptions of Aggressor, Victim, and Defender Roles

LINTNER, Tomáš; Adam KLOCEK; Ropovik IVAN a Kollerová LENKA

Základní údaje

Originální název

How Affective Relationships and Classroom Norms Shape Perceptions of Aggressor, Victim, and Defender Roles

Autoři

LINTNER, Tomáš; Adam KLOCEK; Ropovik IVAN a Kollerová LENKA

Vydání

Aggressive Behavior, Hoboken, WILEY, 2025, 0096-140X

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Stát vydavatele

Spojené státy

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Impakt faktor

Impact factor: 2.300 v roce 2024

Označené pro přenos do RIV

Ano

Kód RIV

RIV/00216224:14210/25:00140545

Organizační jednotka

Filozofická fakulta

Klíčová slova anglicky

bullying; classroom bullying norms; defending; liking and disliking; multiplex social networks; physical aggression; SAOM; victimization

Štítky

EV_FSS25, rivok

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 12. 1. 2026 08:44, Mgr. Ester Gaja Pučálková, Ph.D.

Anotace

V originále

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.

Návaznosti

LX22NPO5101, projekt VaV

Název: Národní institut pro výzkum socioekonomických dopadů nemocí a systémových rizik (Akronym: SYRI)

Investor: Ministerstvo školství, mládeže a tělovýchovy ČR, Národní institut pro výzkum socioekonomických dopadů nemocí a systémových rizik, 5.1 EXCELES

Přiložené soubory

Lintner_et_al_2025_How_Affective_Relationships_and_Classroom_Norms_Shape_Perceptions.pdf

Citovat

LINTNER, Tomáš; Adam KLOCEK; Ropovik IVAN a Kollerová LENKA. How Affective Relationships and Classroom Norms Shape Perceptions of Aggressor, Victim, and Defender Roles. Aggressive Behavior. Hoboken: WILEY, 2025, roč. 51, č. 1, s. 1-15. ISSN 0096-140X. Dostupné z: https://doi.org/10.1002/ab.70020.

@article{2471939,
   author = {Lintner, Tomáš and Klocek, Adam and Ivan, Ropovik and Lenka, Kollerová},
   article_location = {Hoboken},
   article_number = {1},
   doi = {https://doi.org/10.1002/ab.70020},
   keywords = {bullying; classroom bullying norms; defending; liking and disliking; multiplex social networks; physical aggression; SAOM; victimization},
   language = {eng},
   issn = {0096-140X},
   journal = {Aggressive Behavior},
   title = {How Affective Relationships and Classroom Norms Shape Perceptions of Aggressor, Victim, and Defender Roles},
   url = {https://doi.org/10.1002/ab.70020},
   volume = {51},
   year = {2025}
}

TY  - JOUR
ID  - 2471939
AU  - Lintner, Tomáš - Klocek, Adam - Ivan, Ropovik - Lenka, Kollerová
PY  - 2025
TI  - How Affective Relationships and Classroom Norms Shape Perceptions of Aggressor, Victim, and Defender Roles
JF  - Aggressive Behavior
VL  - 51
IS  - 1
SP  - 1-15
EP  - 1-15
PB  - WILEY
SN  - 0096140X
KW  - bullying
KW  - classroom bullying norms
KW  - defending
KW  - liking and disliking
KW  - multiplex social networks
KW  - physical aggression
KW  - SAOM
KW  - victimization
UR  - https://doi.org/10.1002/ab.70020
N2  - 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.
ER  -

LINTNER, Tomáš; Adam KLOCEK; Ropovik IVAN a Kollerová LENKA. How Affective Relationships and Classroom Norms Shape Perceptions of Aggressor, Victim, and Defender Roles. \textit{Aggressive Behavior}. Hoboken: WILEY, 2025, roč.~51, č.~1, s.~1-15. ISSN~0096-140X. Dostupné z: https://doi.org/10.1002/ab.70020.

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