The Role of Social Skills on Bullying Behavior Tendency with Friendship Quality as Mediator

Ardyta Kusumaningsih; Arum Febriani

doi:10.22146/jpsi.69779

The Role of Social Skills on Bullying Behavior Tendency with Friendship Quality as Mediator

Ardyta Kusumaningsih, Arum Febriani

(Submitted 14 October 2021)

(Published 26 August 2022)

Abstract

Social skills have been known to predict bullying tendencies in adolescence. However, knowledge about the mechanisms by which social skills are linked to bullying tendency remains limited. The present study investigated whether friendship quality would mediate the link. A sample of 204 adolescents (16-18 years old; 163 girls; 41 boys) studying in Yogyakarta state high schools completed an online self-report of Bullying Tendency Scale, Social Skills Scale, and Friendship Quality Scale. Mediation analysis was conducted using PROCESS macro. Results showed that friendship quality could not mediate social skills with bullying tendency therefore hypothesis of this study was denied. However, by including gender, it was found that friendship quality has a significant role as a mediator for boys. Higher social skills were associated with higher friendship quality, and then higher friendship quality was associated with higher bullying tendency. It can be concluded that social skills are important for boys and girls to exercise positive interaction with peers and to have high friendship quality. However, it is more important for boys to have high friendship quality with positive peers.

Keywords

adolescent; bullying tendency; friendship quality; social skills

Full Text: PDF

DOI: 10.22146/jpsi.69779

References

Álvarez-García, D., García, T., & Núñez, J. C. (2015). Predictors of school bullying perpetration in adolescence: A systematic review. Aggression and Violent Behavior, 23, 126–136. https://doi.org/10.1016/j.avb.2015.05.007

Andayani, T. R. (2018). The meaning of friends for Javanese adolescent: A preliminary study in Indonesia. Proceedings of the 8th International Conference of Asian Association of Indigenous and Cultural Psychology (ICAAIP 2017). Presented at the 8th International Conference of Asian Association of Indigenous and Cultural Psychology (ICAAIP 2017), Makassar, Indonesia. https://doi.org/10.2991/icaaip-17.2018.51

Andayani, T. R. (2019). Conflict in Javanese adolescents’ friendship and it’s resolution strategy. Proceedings of the 4th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2018). Presented at the Proceedings of the 4th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2018), Surat Thani, Thaland. https://doi.org/10.2991/acpch-18.2019.54

Barboza, G. E., Schiamberg, L. B., Oehmke, J., Korzeniewski, S. J., Post, L. A., & Heraux, C. G. (2009). Individual characteristics and the multiple contexts of adolescent bullying: An ecological perspective. Journal of Youth and Adolescence, 38(1), 101–121. https://doi.org/10.1007/s10964-008-9271-1

Berndt, T. J. (2002). Friendship quality and social development. Current Directions in Psychological Science, 11(1), 7–10. https://doi.org/10.1111/1467-8721.00157

Bollmer, J. M., Milich, R., Harris, M. J., & Maras, M. A. (2005). A friend in need: The role of friendship quality as a protective factor in peer victimization and bullying. Journal of Interpersonal Violence, 20(6), 701–712. https://doi.org/10.1177/0886260504272897

Busch, V., Laninga-Wijnen, L., van Yperen, T. A., Schrijvers, A. J. P., & De Leeuw, J. R. J. (2015). Bidirectional longitudinal associations of perpetration and victimization of peer bullying with psychosocial problems in adolescents: A cross-lagged panel study. School Psychology International, 36(5), 532–549. https://doi.org/10.1177/0143034315604018

Cho, S., Glassner, S., & Lee, J. M. (2019). Impact of low self-control, parental involvement, and peer relationships on changes of bullying perpetration over time: A latent growth curve model of a sample of South Korean adolescents. Children and Youth Services Review, 104, 104397. https://doi.org/10.1016/j.childyouth.2019.104397

Cillessen, A. H. N., Jiang, X. L., West, T. V., & Laszkowski, D. K. (2005). Predictors of dyadic friendship quality in adolescence. International Journal of Behavioral Development, 29(2), 165–172. https://doi.org/10.1080/01650250444000360

Coelho, V. A., & Sousa, V. (2018). A multilevel analysis of the relation between bullying roles and social and emotional competencies. Journal of Interpersonal Violence, 1–23. https://doi.org/10.1177/0886260518801943

Cook, C. R., Williams, K. R., Guerra, N. G., Kim, T. E., & Sadek, S. (2010). Predictors of bullying and victimization in childhood and adolescence: A meta-analytic investigation. School Psychology Quarterly, 25(2), 65–83. https://doi.org/10.1037/a0020149

Crawford, A. M., & Manassis, K. (2011). Anxiety, social skills, friendship quality, and peer victimization: An integrated model. Journal of Anxiety Disorders, 25(7), 924–931. https://doi.org/10.1016/j.janxdis.2011.05.005

Demir, M., Jaafar, J., Bilyk, N., & Ariff, M. R. M. (2012). Social skills, friendship and happiness: A cross-cultural investigation. The Journal of Social Psychology, 152(3), 379–385. https://doi.org/10.1080/00224545.2011.591451

Elliott, S. N., & Busse, R. T. (1991). Social skills assessment and intervention with children and adolescents: Guidelines for assessment and training procedures. School Psychology International, 12(1–2). https://doi.org/10.1177/0143034391121006

Elliott, S. N., Hwang, Y.-S., & Wang, J. (2019). Teachers’ ratings of social skills and problem behaviors as concurrent predictors of students’ bullying behavior. Journal of Applied Developmental Psychology, 60, 119–126. https://doi.org/10.1016/j.appdev.2018.12.005

Faul, F., Erdfelder, E., Buchner, A., & Lang, A.-G. (2009). Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41(4), 1149–1160. https://doi.org/10.3758/BRM.41.4.1149

Flannery, K. M., & Smith, R. L. (2017). Are peer status, friendship quality, and friendship stability equivalent markers of social competence? Adolescent Research Review, 2(4), 331–340. https://doi.org/10.1007/s40894-016-0042-z

Gosling, S. D., & Johnson, J. A. (2010). Advanced methods for conducting online behavioral research. Washington: American Psychological Association.

Gresham, F. M. (2016). Social skills assessment and intervention for children and youth. Cambridge Journal of Education, 46(3), 319–332. https://doi.org/10.1080/0305764X.2016.1195788

Gresham, F. M., Elliott, S. N., Vance, M. J., & Cook, C. R. (2011). Comparability of the Social Skills Rating System to the Social Skills Improvement System: Content and psychometric comparisons across elementary and secondary age levels. School Psychology Quarterly, 26(1), 27–44. https://doi.org/10.1037/a0022662

Hayes, A. F. (2018). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach (ed.2). New York: Guilford Press.

Hong, J. S., & Espelage, D. L. (2012). A review of research on bullying and peer victimization in school: An ecological system analysis. Aggression and Violent Behavior, 17(4), 311–322. https://doi.org/10.1016/j.avb.2012.03.003

Jenkins, L. N., Demaray, M. K., Fredrick, S. S., & Summers, K. H. (2016). Associations among middle school students’ bullying roles and social skills. Journal of School Violence, 15(3), 259–278. https://doi.org/10.1080/15388220.2014.986675

Jenkins, L. N., Demaray, M. K., & Tennant, J. (2017). Social, emotional, and cognitive factors associated with bullying. School Psychology Review, 46(1), 42–64. https://doi.org/10.17105/SPR46-1.42-64

Kawabata, Y., & Tseng, W.-L. (2019). Relational and physical victimization, friendship, and social and school adjustment in Taiwan. Journal of Social and Personal Relationships, 36(6), 1559–1578. https://doi.org/10.1177/0265407518767771

Kendrick, K., Jutengren, G., & Stattin, H. (2012). The protective role of supportive friends against bullying perpetration and victimization. Journal of Adolescence, 35(4), 1069–1080. https://doi.org/10.1016/j.adolescence.2012.02.014

Kim, J., & Kim, E. (2019). Bullied by siblings and peers: The role of rejecting/neglecting parenting and friendship quality among Korean children. Journal of Interpersonal Violence, 34(11), 2203–2226. https://doi.org/10.1177/0886260516659659

Kljakovic, M., & Hunt, C. (2016). A meta-analysis of predictors of bullying and victimisation in adolescence. Journal of Adolescence, 49, 134–145. https://doi.org/10.1016/j.adolescence.2016.03.002

Koo, H., Kwak, K., & Smith, P. K. (2008). Victimization in Korean schools: The nature, incidence, and distinctive features of Korean bullying or Wang-Ta. Journal of School Violence, 7(4), 119–139. https://doi.org/10.1080/15388220801974084

Koyanagi, A., Oh, H., Carvalho, A. F., Smith, L., Haro, J. M., Vancampfort, D., … DeVylder, J. E. (2019). Bullying victimization and suicide attempt among adolescents aged 12–15 years from 48 countries. Journal of the American Academy of Child & Adolescent Psychiatry, 58(9), 907-918.e4. https://doi.org/10.1016/j.jaac.2018.10.018

Lazuras, L., Barkoukis, V., & Tsorbatzoudis, H. (2017). Face-to-face bullying and cyberbullying in adolescents: Trans-contextual effects and role overlap. Technology in Society, 48, 97–101. https://doi.org/10.1016/j.techsoc.2016.12.001

Little, S. G., Swangler, J., & Akin-Little, A. (2017). Defining social skills. In J. L. Matson (Ed.), Handbook of Social Behavior and Skills in Children (pp. 9–17). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-319-64592-6_2

McVie, S. (2014). The impact of bullying perpetration and victimization on later violence and psychological distress: A study of resilience among a Scottish youth cohort. Journal of School Violence, 13

Refbacks

There are currently no refbacks.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.