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Expression of self-concept and adjustment against repeated aggressions: the case of a longitudinal study on school bullying

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Abstract

Bullying between students in the school setting is an increasing problem. Bullying can be defined as any form of repeated mental or physical violence carried out by one or several individuals on a person who is not capable of defending himself (Roland and Idsoe, Aggress Behav 27:446–462, 2001). The aim of this paper is to observe the expression of self-concept and adjustment strategies developed by children subject to this kind of violence. Five hundred twenty-four students between the ages of 8 and 12 (m = 9.44) participated in the longitudinal study. Two measurements were made during the same school year at an interval of 6 months. The results show that the student victims of bullying present weaker self-conceptions than the control group. Recourse to avoidance strategies would be dominant among student victims of bullying. Moreover, recourse to “avoidance” type strategies would lead to an increase in the frequency of bullying while recourse to “approach”-type strategies would lead to a reduction in it. Furthermore, it would seem that recourse to avoidance strategies at T1 lowers the student’s self-concepts at T2. The opposite effect is observed with the approach strategies. These different results emphasize the necessity to establish prevention programs which allow an intervention simultaneously on the level of the school, the family, and the student.

Résumé

Les agressions entre élèves en milieu scolaire constituent un problème grandissant. Le bullying peut être défini comme toutes formes de violences physiques ou mentales répétées, effectuées par un ou plusieurs individus sur une personne qui n’est pas capable de se défendre elle-même (Roland and Idsoe 2001). Cette étude a pour objectif d’observer l’expression des concepts de soi et les stratégies d’ajustement mises en place auprès des enfants impliqués dans ce type de violence. 524 élèves âgés de 8 à 12 ans (m = 9.44) ont participé à l’étude longitudinale. Deux mesures ont été réalisées au cours de la même année scolaire à 6 mois d’intervalle. Les résultats montrent que les élèves victimes d’agressions répétées présentent des conceptions de soi plus faibles que le groupe contrôle. Le recours aux stratégies d’évitement serait dominant auprès des élèves victimes de bullying. En outre, le recours aux stratégies de type «évitement» conduirait à une augmentation de la fréquence des agressions alors que le recours aux stratégies de type «approche» conduirait à une diminution de celle-ci. Par ailleurs, il semblerait que le recours aux stratégies d’évitement à T1 vienne dégrader les concepts de soi de l’élève à T2. Nous observons l’effet inverse avec les stratégies d’approche. Ces différents résultats soulignent la nécessité qu’il y a à instaurer des programmes de prévention permettant une intervention simultanée au niveau de l’institution, de la famille et de l’élève.

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Acknowledgments

The authors wish to thank the Board of Education of the Moselle, the various school principals, teachers, and students as well as all of the individuals who, each in their own way, contributed to making this study.

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Authors and Affiliations

  1. University Paul Verlaine, Metz, France

    Barbara Houbre, Cyril Tarquinio & Jean-Baptiste Lanfranchi

  2. Université Henri Poincaré Nancy 1, Nancy, France

    Barbara Houbre, Cyril Tarquinio & Jean-Baptiste Lanfranchi

  3. Université Paris Descartes, Paris, France

    Barbara Houbre, Cyril Tarquinio & Jean-Baptiste Lanfranchi

Authors
  1. Barbara Houbre
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  2. Cyril Tarquinio
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  3. Jean-Baptiste Lanfranchi
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Correspondence to Barbara Houbre.

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Barbara Houbre. Paul Verlaine University of Metz, Unité “Maladies chroniques, Santé perçue, Processus adaptatifs” EA, Equipe de psychologie de la santé—Metz, EPSaM, Ile du Saulcy, 57000, Metz, France. E-mail: houbre@univ-metz.fr

Current themes of research:

Health psychology. bullying at school. and trauma.

Most relevant publications in the field of Psychology of Education:

Houbre, B., Tarquinio, C., Thuillier, I., & Hergott, E. (2006). Bullying and health consequences. European Journal of Psychology of Education, 21(2), 183–209.

Cyril Tarquinio. Paul Verlaine University of Metz, Unité “Maladies chroniques, Santé perçue, Processus adaptatifs” EA, Equipe de psychologie de la santé—Metz, EPSaM, Ile du Saulcy, 57000, Metz, France. E-mail: tarquinio@univ-metz.fr; Web site: www.cyriltarquinio.com

Current themes of research:

Health psychology. psychotherapy and disease. PTSD.

Most relevant publications in the field of Psychology of Education:

Tarquinio, C., & Somat, A. (2001). Scholastic achievement, academic self-schemata and normative clearsightedness. European Journal of Psychology of Education, XVI(1), 117–129.

Houbre, B., Tarquinio, C., Lhuillier, I., & Hergott, E. (2006). Bullying among students and its consequences on health. European Journal of Psychology of Education, 21(2), 183–209.

Tarquinio, C., & Tarquinio, P. (2001). Norme d’internalité, attraction physique et évaluation scolaire. Orientation Scolaire et Professionnelle, 3, 373–390.

Jean-Baptiste Lanfranchi. Paul-Verlaine University of Metz, Unité “Maladies chroniques, Santé perçue, Processus adaptatifs” EA, Equipe de psychologie de la santé—Metz, EPSaM, Ile du Saulcy, 57000, Metz, France. E-mail: Lanfranchi@univ-metz.fr; Web site: http://www.univ-metz.fr/ufr/sha/2lp-sante/

Current themes of research:

Work, stress and Musculoskeletal disorders. Child development and quality of life. Data analysis.

Most relevant publications in the field of Psychology of Education:

Lemétayer, F., & Lanfranchi, J.-B. (2006). Parental educative practices with an unimpaired or Down's syndrome toddler: comparative study of a joint activity in early period. Psychologie Française, 51(4), 461–474.

Lemétayer, F., & Lanfranchi, J.-B. (2006). Mental deficiency, behavioral autonomy and solving-problem in early period: factorial analysis of parent–child behaviors with non-defective and Down's syndrome toddler. European Review of Applied Psychology, 56(3), 179–189.

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Houbre, B., Tarquinio, C. & Lanfranchi, JB. Expression of self-concept and adjustment against repeated aggressions: the case of a longitudinal study on school bullying. Eur J Psychol Educ 25, 105–123 (2010). https://doi.org/10.1007/s10212-009-0005-x

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