In the current study, I aim to expand upon traditional methods for classifying children based on positive peer nominations and contribute to the field’s understanding of high-status bullies who maintain social resources despite bulling behaviors (e.g., van der Ploeg et al., 2020). Both reciprocated and one-sided (i.e., received and sent) positive peer nominations were used to distinguish socially meaningful subgroups. Participants included 659 children from 34 classrooms (M Age = 9.31 years, SD = .49 years; girls = 50.6%; Hispanic/Latino/a/x = 42.5%, White/European American = 29.9%, Black/African American = 2.3%, Asian/Asian American/Pacific Islander = 11.7%, Native American = 2.3%, Bi/Multiracial = 8.2%, Other or Missing = 4.6%). Results from latent profile analyses (LPA) indicated a 4-class solution best fit the data. Examination of classes and outcomes revealed a class of children with many reciprocated/received and few sent nominations who were more likely to be girls and generally better adjusted (e.g., less depressive symptoms and more prosocial) compared to other classes. A second class was characterized by few reciprocated/received and many sent nominations. Children in this class were less well-adjusted compared to other classes. Also identified was a class high on both reciprocated and sent nominations with few received nominations, and an average class with similar levels of reciprocated, received, and sent nominations. Classes did not differ as a function of self-reported bullying behavior; however, differences did emerge as a function of peer-reported bullying behavior. Results, implications, and future directions are discussed.
","abstract_html":"<p>In the current study, I aim to expand upon traditional methods for classifying children based on positive peer nominations and contribute to the field’s understanding of high-status bullies who maintain social resources despite bulling behaviors (e.g., van der Ploeg et al., 2020). Both reciprocated and one-sided (i.e., received and sent) positive peer nominations were used to distinguish socially meaningful subgroups. Participants included 659 children from 34 classrooms (M Age = 9.31 years, SD = .49 years; girls = 50.6%; Hispanic/Latino/a/x = 42.5%, White/European American = 29.9%, Black/African American = 2.3%, Asian/Asian American/Pacific Islander = 11.7%, Native American = 2.3%, Bi/Multiracial = 8.2%, Other or Missing = 4.6%). Results from latent profile analyses (LPA) indicated a 4-class solution best fit the data. Examination of classes and outcomes revealed a class of children with many reciprocated/received and few sent nominations who were more likely to be girls and generally better adjusted (e.g., less depressive symptoms and more prosocial) compared to other classes. A second class was characterized by few reciprocated/received and many sent nominations. Children in this class were less well-adjusted compared to other classes. Also identified was a class high on both reciprocated and sent nominations with few received nominations, and an average class with similar levels of reciprocated, received, and sent nominations. Classes did not differ as a function of self-reported bullying behavior; however, differences did emerge as a function of peer-reported bullying behavior. Results, implications, and future directions are discussed.</p>","abstract_has_math":false,"creators":["Mutignani, Lauren"],"institution":null,"degree_name":"Doctor of Philosophy in Psychology (PhD)","degree_level":"Dissertation","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Quetsch, Lauren B.","Behrend, Douglas A."],"advisors":["Cavell, Timothy A."],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-08-01T07:00:00Z","date_published":"2022-08-01T07:00:00Z","updated_at":"2026-07-24T00:58:14Z","subjects":["bullying","one-sided nominations","Peer nominations","social behaviors","Behavioral Disciplines and Activities","Child Psychology","Educational Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.uark.edu/etd/4566","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Quetsch, Lauren B.","Behrend, Douglas A."]},{"key":"dc:contributor.advisor","label":"Advisor","values":["Cavell, Timothy A."]},{"key":"dc:creator","label":"Author","values":["Mutignani, Lauren"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2022-10-18T07:00:00Z"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy in Psychology (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["bullying","one-sided nominations","Peer nominations","social behaviors","Behavioral Disciplines and Activities","Child Psychology","Educational Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.uark.edu/etd/4566"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["In the current study, I aim to expand upon traditional methods for classifying children based on positive peer nominations and contribute to the field’s understanding of high-status bullies who maintain social resources despite bulling behaviors (e.g., van der Ploeg et al., 2020). Both reciprocated and one-sided (i.e., received and sent) positive peer nominations were used to distinguish socially meaningful subgroups. Participants included 659 children from 34 classrooms (M Age = 9.31 years, SD = .49 years; girls = 50.6%; Hispanic/Latino/a/x = 42.5%, White/European American = 29.9%, Black/African American = 2.3%, Asian/Asian American/Pacific Islander = 11.7%, Native American = 2.3%, Bi/Multiracial = 8.2%, Other or Missing = 4.6%). Results from latent profile analyses (LPA) indicated a 4-class solution best fit the data. Examination of classes and outcomes revealed a class of children with many reciprocated/received and few sent nominations who were more likely to be girls and generally better adjusted (e.g., less depressive symptoms and more prosocial) compared to other classes. A second class was characterized by few reciprocated/received and many sent nominations. Children in this class were less well-adjusted compared to other classes. Also identified was a class high on both reciprocated and sent nominations with few received nominations, and an average class with similar levels of reciprocated, received, and sent nominations. Classes did not differ as a function of self-reported bullying behavior; however, differences did emerge as a function of peer-reported bullying behavior. Results, implications, and future directions are discussed.
"]},{"key":"dc:title","label":"Title","values":["Children’s Positive Peer Relationships and their Bullying Behaviors: A Latent Profile Analysis"]}]}],"canonical_facts":{"dc:contributor":["Quetsch, Lauren B.","Behrend, Douglas A."],"dc:contributor.advisor":["Cavell, Timothy A."],"dc:creator":["Mutignani, Lauren"],"dc:date":["2022"],"dc:date.available":["2022-10-18T07:00:00Z"],"dc:description.abstract":["In the current study, I aim to expand upon traditional methods for classifying children based on positive peer nominations and contribute to the field’s understanding of high-status bullies who maintain social resources despite bulling behaviors (e.g., van der Ploeg et al., 2020). Both reciprocated and one-sided (i.e., received and sent) positive peer nominations were used to distinguish socially meaningful subgroups. Participants included 659 children from 34 classrooms (M Age = 9.31 years, SD = .49 years; girls = 50.6%; Hispanic/Latino/a/x = 42.5%, White/European American = 29.9%, Black/African American = 2.3%, Asian/Asian American/Pacific Islander = 11.7%, Native American = 2.3%, Bi/Multiracial = 8.2%, Other or Missing = 4.6%). Results from latent profile analyses (LPA) indicated a 4-class solution best fit the data. Examination of classes and outcomes revealed a class of children with many reciprocated/received and few sent nominations who were more likely to be girls and generally better adjusted (e.g., less depressive symptoms and more prosocial) compared to other classes. A second class was characterized by few reciprocated/received and many sent nominations. Children in this class were less well-adjusted compared to other classes. Also identified was a class high on both reciprocated and sent nominations with few received nominations, and an average class with similar levels of reciprocated, received, and sent nominations. Classes did not differ as a function of self-reported bullying behavior; however, differences did emerge as a function of peer-reported bullying behavior. Results, implications, and future directions are discussed.
"],"dc:identifier":["https://scholarworks.uark.edu/etd/4566"],"dc:subject":["bullying","one-sided nominations","Peer nominations","social behaviors","Behavioral Disciplines and Activities","Child Psychology","Educational Psychology"],"dc:title":["Children’s Positive Peer Relationships and their Bullying Behaviors: A Latent Profile Analysis"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy in Psychology (PhD)"]},"updated_at":"2026-07-24T00:58:14Z"}