Session Information
11 SES 16 A, Beyond Ties: How Network Structure and Relationship Quality Shape Students’ Inclusion, Well-Being, and Educational Trajectories
Symposium
Contribution
This study examined developmental peer relationship profiles based on both social status (i.e., peer likability and social impact) and bullying involvement (i.e., victimization and bullying) in basic education (students aged 9–16) among Finnish students. While previous studies have examined bullying involvement profiles as well as social status profiles, few have investigated distinct profiles that incorporate both aspects of peer relationships together within a longitudinal design. The sample consisted of 1,970 Finnish students (48.9% girls). Moreover, this study examined how these peer relationship profiles predicted subsequent socioemotional functioning (i.e., emotional symptoms, conduct problems, hyperactivity/inattention, and prosocial behavior) in upper secondary education. Group differences in on‑time graduation from upper secondary education were also examined using register data. Latent profile analyses revealed four peer relationship profiles: liked‑uninvolved (82%), bully‑victim (1.9%), rejected (7.9%), and bully (8.2%). Girls were more likely to be in the liked‑uninvolved or rejected group than in the bully‑victim or bully group, and boys were more likely to be in the bully‑victim group than in the bully group. The bully group had the highest hyperactivity/inattention in upper secondary education compared to the other groups, whereas the liked‑uninvolved group had fewer conduct problems than the other groups. The liked‑uninvolved group also showed the highest prosocial behavior in the first year of upper secondary education. The profiles did not differ in emotional symptoms. Moreover, the liked‑uninvolved and bully groups were more likely to graduate on time than the bully‑victim or rejected groups. The results emphasize the distinct characteristics of each developmental peer relationship profile. For example, the rejected group highlights the connection between bullying/victimization and peer likability and social impact, as rejection persisted even after victimization had decreased or disappeared. Overall, the findings underscore the importance of interventions that consider differences in bullying involvement and social status during basic education to support healthy socioemotional functioning and on‑time educational completion in upper secondary education.
References
/
Update Modus of this Database
The current conference programme can be browsed in the conference management system (conftool) and, closer to the conference, in the conference app.
This database will be updated with the conference data after ECER.
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance, please use the conference app, which will be issued some weeks before the conference and the conference agenda provided in conftool.
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.