scholarly journals Challenging the “‘Mean Kid”’ Perception: Boys’ and Girls’ Profiles of Peer Victimization and Aggression from 4th to 10th Grades

2021 ◽  
pp. 088626052199794
Author(s):  
Elizabeth Olivier ◽  
Alexandre J. S. Morin ◽  
Frank Vitaro ◽  
Benoit Galand
Keyword(s):  
Secondary School ◽  
School Violence ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Student Perception ◽  
School Belonging ◽  
Peer Aggression ◽  
The Mean ◽  
Perceived Involvement ◽  
New Perspective

Student involvement in peer aggression is assumed to include the uninvolved, victims, aggressors, and victim-aggressor groups. Yet, evidence supporting this four-group configuration is equivocal. Although most studies report the four groups, several of the aggressor groups could have been labeled as moderate victim-aggressors. This study first reviews studies identifying subgroups of students involved in verbal, relational, and physical aggression. The study then assesses students’ perceived involvement in elementary ( n = 2,071; Grades 4–6) and secondary school ( n = 1,832; Grades 7–10), as well as the associations with outcomes (school belonging, depressive thoughts, and perceived school violence). Latent profile analysis identified three profiles (uninvolved, victim-only, and victim-aggressor) across all grades and genders. In primary school, the uninvolved, victim, and victim-aggressor respectively included 54.56%, 37.51%, and 7.83% of the girls, and 44.23%, 31.92%, and 23.85% of the boys. In secondary school, the uninvolved, victim, and victim-aggressor respectively included 80.16%, 14.93% and 4.91% of the girls, and 64.31%, 22.95% and 12.74% of the boys. Victims and victim-aggressors reported poorer adjustment than uninvolved students. Victims and victim-aggressors reported lower levels of school belonging and higher levels of depressive thoughts than uninvolved students. Also, victim-aggressors perceived more violence in their school than victims and uninvolved students, and victims perceived more violence than uninvolved students. These findings question the existence of an aggressor-only profile, at least, according to student perception, suggesting the need for a new perspective when intervening with students involved in peer aggression.

scholarly journals Adaptive number knowledge in secondary school students: Profiles and antecedents

2019 ◽  
Vol 5 (3) ◽  
pp. 283-300
Author(s):  
Jake McMullen ◽  
Kaisa Kanerva ◽  
Erno Lehtinen ◽  
Minna M. Hannula-Sormunen ◽  
Noona Kiuru
Keyword(s):  
Individual Differences ◽  
Secondary School ◽  
Primary School ◽  
Secondary School Students ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Primary School Students ◽  
School Students ◽  
Latent Profile ◽  
Number Knowledge

The present study aims to examine inter-individual differences in adaptive number knowledge in secondary school students. Adaptive number knowledge is defined as a well-connected network of knowledge of numerical characteristics and arithmetic relations. Substantial and relevant qualitative differences in the strategies and expression of adaptive number knowledge have been found in primary school students still in the process of learning arithmetic. We present a study involving 879 seventh-grade students that examines the structure of individual differences in adaptive number knowledge with students who have completed one year of algebra instruction. Results of a latent profile analysis reveal a model that is similar than was previously found in primary school students. As well, arithmetic fluency and the development of arithmetic fluency are strong predictors of adaptive number knowledge latent profile membership. These results suggest that adaptive number knowledge may be characteristic of high-level performance extending into secondary school, even after formal instruction with arithmetic concludes.

scholarly journals Profiles of Problematic Internet Use in Bullying and Cyberbullying among Adolescents

2020 ◽  
Vol 17 (19) ◽  
pp. 7041
Author(s):  
Inmaculada Méndez ◽  
Ana Belén Jorquera ◽  
Cecilia Ruiz Esteban ◽  
José Manuel García-Fernández
Keyword(s):  
School Violence ◽  
Internet Use ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Emotional Adjustment ◽  
Problematic Internet Use ◽  
Interpersonal Conflicts ◽  
Low Levels ◽  
Use Of The Internet ◽  
Study Participants

The rise of technology has increased risks such as problematic internet use or cyberbullying. Data show that there is problematic use of the internet, which has important repercussions academically, personally, socially and for health. The objective of this study was to identify different profiles that vary according to intra- and interpersonal conflicts related to internet use. In addition, this study aimed to examine whether there are significant differences in bullying and cyberbullying among adolescents with a conflict related to internet use. The study participants were 810 students of Compulsory Secondary Education (M = 13.99, SD = 1.32). The Questionnaire on School Violence and the Questionnaire of Experiences Related to Internet was use. The latent profile analysis identified four different types of conflicts related to internet use: (a) high levels in intra- and interpersonal conflicts; (b) low levels intra- and interpersonal conflicts; (c) moderate intra- and interpersonal conflicts and (d) very high levels in intra- and interpersonal conflicts. The results of the study indicated that there were significant differences in the manifestations of school violence between the profiles. This study assists in educational programs to prevent conflicts related to internet use and school violence through emotional adjustment.

scholarly journals S70. PROFILES OF SOCIAL COGNITION AND METACOGNITION IN FIRST-EPISODE PSYCHOSIS: A LATENT PROFILE ANALYSIS

2020 ◽  
Vol 46 (Supplement_1) ◽  
pp. S60-S61
Author(s):  
Marta Ferrer-Quintero ◽  
Daniel Fernández ◽  
Raquel López-Carrilero ◽  
Ana Barajas ◽  
Esther Lorente-Rovira ◽  
...  
Keyword(s):  
Social Cognition ◽  
Latent Profile Analysis ◽  
Social Cognitive ◽  
Profile Analysis ◽  
First Episode Psychosis ◽  
First Episode ◽  
Cognitive Variables ◽  
Episode Psychosis ◽  
The Mean ◽  
Beads Task

Abstract Background Social cognition and metacognition have emerged as cornerstones of research and treatment of schizophrenia. Both constructs are known to influence the onset of psychosis, to predict functional outcome and to be associated with symptoms. However, whether the deficits in first-episode psychosis are homogeneous or group in patterns remains to be studied. This study aimed to analyze patterns of social cognitive and metacognitive variables in a sample of subjects with first-episode psychosis. Methods We recruited 192 subjects with first-episode psychosis from ten public mental-health services in Spain. We collected: demographic information, measures of functioning, performance in social cognition (the Faces Test, IPSAQ and the Hinting Task), a battery of metacognitive tasks (BCIS, and the Beads Task) and a neuropsychological assessment. We performed a Latent Profile Analysis (LPA) with the metacognitive and social-cognitive variables. The variable importance was assessed via a classification tree (CART) and the mean differences among the resulting groups for clinical, neuropsychological and functioning variables were calculated with ANOVA and Kruskal-Wallis tests. Results Our sample was comprised of 192 (62 women) with first-episode psychosis. The mean age of the sample was 27.93(1.39). The mean PANSS total score of the sample was 58.48 (17.79). The average GAF score was 58.93 (12.25). We included 174 cases with complete social-cognitive and metacognitive data in the cluster analysis. We identified three type-VEE clusters (i.e. ellipsoidal clusters with equal shape and orientation) according to BIC (BIC=-3600.651). The 85-15 condition of the Beads Task and the Hinting Task emerged as the most important variables in determining the clustering structure. The first cluster (60.9%) was characterized by average scores in most of the metacognitive and social cognitive variables, but the presence of the jumping to conclusions bias. The second cluster (5.7%) was characterized by low self-reflectiveness, presence of personalizing bias and an excessive number of trials in the beads task. The third cluster (33.5%) was characterized by average scores in all metacognitive tasks but low scores in the social cognitive tasks. Discussion We found three clusters in a large sample of subjects with first-episode psychosis. Our results indicate that the three groups differ in the proneness to present deficits in specific domains. Furthermore, in our sample, patients may not exhibit a homogeneous deficit in all social-cognitive and metacognitive variables. Instead, the impairment may be particularly prominent in either social-cognitive or metacognitive variables. Subjects in different clusters may present differences in their clinical characteristics, what could be relevant in the treatment. Therefore, with further research, a thorough assessment of social cognition and metacognition may help personalize the treatment according to the person’s subtype of the deficit.

scholarly journals Latent Profiles of Anxious Children and Their Differences in Aggressive Behavior

2020 ◽  
Vol 12 (15) ◽  
pp. 6199
Author(s):  
Aitana Fernández-Sogorb ◽  
Ricardo Sanmartín ◽  
María Vicent ◽  
José Manuel García-Fernández
Keyword(s):  
High School ◽  
School Violence ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Performance Anxiety ◽  
High Anxiety ◽  
Anxiety Group ◽  
School Based ◽  
Analysis Technique ◽  
Aggression Questionnaire

Children tend to develop forms of anxiety that can be associated with school violence. However, the previous scientific literature on anxiety and aggression is scarce. In addition, it has only focused on examining differential relationships between both variables. This study aimed to analyze the relationships between three forms of anxiety (anticipatory anxiety, school-based performance anxiety, and generalized anxiety) and the components of aggression (physical and verbal aggression, anger, and hostility) by adopting a person-centered approach. The sample consisted of 1161 Spanish students from 8 to 11 years old (M = 9.72, SD = 1.14); 46.2% were boys. Informed written consent from the parents or legal guardians was obtained. The Visual Analogue Scale for Anxiety—Revised and the Aggression Questionnaire were used. The latent profile analysis technique identified three profiles of anxious children: Low Anxiety, High School-based Performance Anxiety, and High Anxiety. The High Anxiety group scored significantly higher than the Low Anxiety group in all components of aggression, with effect sizes ranging from moderate to large (d = 0.59 to 0.99). The High Anxiety profile showed significantly higher scores than the high school-based performance anxiety profile only in anger (d = 0.56) and hostility (d = 0.44). The results have relevant implications for practice, since there is evidence that different intervention strategies should be applied according to the risk profile.

Identifying Suicide Typologies Among Trauma-Exposed Veterans

Crisis ◽  
2020 ◽  
Vol 41 (4) ◽  
pp. 288-295 ◽  
Author(s):  
Nadia Bounoua ◽  
Jasmeet P. Hayes ◽  
Naomi Sadeh
Keyword(s):  
Latent Profile Analysis ◽  
Suicide Attempts ◽  
Clinical Symptoms ◽  
Profile Analysis ◽  
Risky Behaviors ◽  
Self Report ◽  
Cross Sectional ◽  
Research Priority ◽  
Self Harm ◽  
And Behaviors

Abstract. Background: Suicide among veterans has increased in recent years, making the identification of those at greatest risk for self-injurious behavior a high research priority. Aims: We investigated whether affective impulsivity and risky behaviors distinguished typologies of self-injurious thoughts and behaviors in a sample of trauma-exposed veterans. Method: A total of 95 trauma-exposed veterans (ages 21–55; 87% men) completed self-report measures of self-injurious thoughts and behaviors, impulsivity, and clinical symptoms. Results: A latent profile analysis produced three classes that differed in suicidal ideation, suicide attempts and nonsuicidal self-injury (NSSI): A low class that reported little to no self-injurious thoughts or behaviors; a self-injurious thoughts (ST) class that endorsed high levels of ideation but no self-harm behaviors; and a self-injurious thoughts and behaviors (STaB) class that reported ideation, suicide attempts and NSSI. Membership in the STaB class was associated with greater affective impulsivity, disinhibition, and distress/arousal than the other two classes. Limitations: Limitations include an overrepresentation of males in our sample, the cross-sectional nature of the data, and reliance on self-report measures. Conclusion: Findings point to affective impulsivity and risky behaviors as important characteristics of veterans who engage in self-injurious behaviors.

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