This study was made possible by access to data from the Political Socialization Program, a longitudinal research program at Youth & Society (YeS) at Örebro University, Sweden. Responsible for the planning, implementation, and financing of the collection of data were professors Erik Amnå, Mats Ekström, Margaret Kerr and Håkan Stattin. The data collection was supported by grants from Riksbankens Jubileumsfond.
AbstractDeveloping a comprehensive understanding of adolescents' defending behaviors in peer victimization incidents is crucial, as these behaviors are instrumental in preventing victimization in schools. Despite recent efforts to examine various defender subgroups and their characteristics, the heterogeneity in defending behaviors within the context of ethnic victimization remains unclear. To address this gap in knowledge, the current study examined naturally occurring subgroups of defenders in ethnic victimization incidents and investigated whether these subgroups differ in their socio-cognitive skills, class norms, and social status within peer relationships. The sample included adolescents in Sweden (N = 1065; Mage = 13.12, SD = 0.41; 44.5% females). Cluster analysis yielded four distinct subgroups: victim-oriented defenders (41.3%), hybrid defenders (23.5%), bully-oriented defenders (9.8%), and non-defenders (25.4%). Hybrid and victim-oriented defenders had higher levels of perspective taking skills and positive attitudes toward immigrants than non-defenders. All three defender subgroups perceived their classroom climate as more socially cohesive than non-defenders. All four subgroups did not significantly differ in their peer status. These findings emphasize the importance of fostering inclusive class norms and implementing classroom practices that facilitate the development of perspective taking skills among students. Such effort can enhance adolescents' active defending behaviors in instances of ethnic victimization.
AbstractWe examined the meaning, assessment, and implications of different forms of social withdrawal in Turkey across two studies. In study 1, semi‐structured interviews were conducted with children, mothers, and teachers to identify descriptors of social withdrawal. Shyness and unsociability were confirmed through content analyses, and regulated withdrawal, a new subtype characterized by overregulation of behaviors and suppression of own desires during social interactions, was revealed. Based on these findings, the child social preference scale, an established North American measure of social withdrawal, was revised. In study 2, a confirmatory factor analysis on a sample of 599 9–11‐year‐old children revealed three distinct forms of social withdrawal. Shyness was related to a wider range of child adjustment difficulties than unsociability and regulated withdrawal, although all forms of withdrawal were associated with child adjustment difficulties, providing support for the importance of children's active involvement in social relationships for their positive development and well‐being.
