Peer influence in involuntary social groups: Lessons from research on bullying.

By Jaana Juvonen, Adriana Galvan. 2008

173 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/df06266f8f2938081e7c1a95974906ee0d5fcf4c

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Citations in the corpus

The Healthy Context Paradox: Victims’ Adjustment During an Anti-Bullying Intervention (2018, background): “children, because this enhances the risk of decreasing a child’s own status (Juvonen and Galván 2008).”
Bystanders Matter: Associations Between Reinforcing, Defending, and the Frequency of Bullying Behavior in Classrooms (2011, background): “If bullies indeed seek social power, as has been suggested (e.g., Juvonen & Galvan, 2008; Salmivalli & Peets, 2009; Sijtsema, Veenstra, Linddenberg, & Salmivalli, 2009), they might view reinforcing as an indication of this sought-after high status in the peer group.”
Why Do Bystanders of Bullying Help or Not? A Multidimensional Model (2013, background): “We know that bullying behavior is sometimes approved by social norms that do not necessarily reflect the private attitudes of most group members but that nevertheless promote compliance within the group (Espelage, Holt, & Henkel, 2003; Gini, 2006b, 2007; Juvonen & Galvàn, 2008).”
The Role of Teachers in Bullying: The Relation between Antibullying Attitudes, Efficacy, and Efforts to Reduce Bullying. (2014, background): “Rather, it might seem adaptive for students to avoid the company of low-status victims and appear more like the bullies (Juvonen & Galvan, 2008).”
A large-scale evaluation of the KiVa antibullying program: grades 4-6. (2011, background): “Furthermore, students’ private attitudes are made salient in order to reduce the (often false) impression that ‘‘others think that bullying is OK’’ (so-called pluralistic ignorance; see Juvonen & Galván, 2008).”
Participant Roles in Bullying: How Can Peer Bystanders Be Utilized in Interventions? (2014, background): “The second mechanism that prevents people from expressing antibullying attitudes in public has been referred to as “pluralistic ignorance” (Juvonen & Galvan, 2008, pp. 233–234).”
Beyond Homophily: A Decade of Advances in Understanding Peer Influence Processes (2011, background): “Related research suggests that failure to adhere to dominant or valued social norms may be met with social punishment in the form of exclusion and rejection by peers (Juvonen & Galvan, 2008).”
Victims and their defenders: A dyadic approach (2011, background): “For instance, it might be difficult for the most rejected or most frequently harassed victims to have anyone on their side, as the other children are likely to distance themselves from low-status peers (Juvonen & Galvan, 2008).”
Bullying in schools: the power of bullies and the plight of victims. (2014, background): “Although peers typically do not personally like those who bully others, they are still likely to side with the bully in part to protect their social status, reputation, and physical safety ( Juvonen & Galván 2008, Salmivalli 2010).”