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Cultivating Reputations: The Social Goal of Western Australian Primary School Bullies

Cultivating Reputations: The Social Goal of Western Australian Primary School Bullies AbstractAim: This research sought to determine the significance of reputation in the lives of bullies particularly in relation to the social purposes it serves and the goals that are met through its enhancement. Method: One hundred and thirty-two (62 males and 70 females) Western Australian Grades 5, 6 and 7 primary school children completed the Reputation Enhancement scale. Of these students, 38 had official records of suspension from school for bullying peers. Major Findings: A multivariate analysis of variance revealed significant differences between bullies and nonbullies in their reputational orientations. Bullies admired peers involved in nonconforming activities and believed that peers of the same age held similar views. Furthermore, these bullies believed that others perceived them as nonconforming and as breaking the rules, and they (i.e., the bullies) ideally wished to be perceived in this way. These findings are discussed in the light of reputation enhancement theory as a motivator for bullying and the approaches that schools might take to address it. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australian Journal of Guidance and Counselling Cambridge University Press

Cultivating Reputations: The Social Goal of Western Australian Primary School Bullies

Australian Journal of Guidance and Counselling , Volume 21 (1): 16 – Feb 23, 2012
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Publisher
Cambridge University Press
Copyright
Copyright © Cambridge University Press 2011
ISSN
1037-2911
eISSN
1839-2520
DOI
10.1375/ajgc.21.1.33
Publisher site
See Article on Publisher Site

Abstract

AbstractAim: This research sought to determine the significance of reputation in the lives of bullies particularly in relation to the social purposes it serves and the goals that are met through its enhancement. Method: One hundred and thirty-two (62 males and 70 females) Western Australian Grades 5, 6 and 7 primary school children completed the Reputation Enhancement scale. Of these students, 38 had official records of suspension from school for bullying peers. Major Findings: A multivariate analysis of variance revealed significant differences between bullies and nonbullies in their reputational orientations. Bullies admired peers involved in nonconforming activities and believed that peers of the same age held similar views. Furthermore, these bullies believed that others perceived them as nonconforming and as breaking the rules, and they (i.e., the bullies) ideally wished to be perceived in this way. These findings are discussed in the light of reputation enhancement theory as a motivator for bullying and the approaches that schools might take to address it.

Journal

Australian Journal of Guidance and Counselling – Cambridge University Press

Published: Feb 23, 2012

Keywords: bullying; children; reputations; social identity

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