• Publications
  • Influence
Bullying as a group process: Participant roles and their relations to social status within the group
Bullying was investigated as a group process, asocial phenomenon taking place in a school setting among 573 Finnish sixth-grade children (286 girls, 287 boys) aged 12-13 years. Different ParticipantExpand
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Do Girls Manipulate and Boys Fight? Developmental Trends in Regard to Direct and Indirect Aggression
Gender differences in regard to aggressive behaviour were investigated in a series of studies of schoolchildren of different age cohorts: 8-year-olds (N = 85), 11-year-olds (N = 167), andExpand
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Is Indirect Aggression Typical of Females? Gender Differences in Aggressiveness in 11- to 12-Year-Old Children
Gender differences regarding aggressive behaviour were investigated in 167 school children, 11 to 12 years of age, through peer-rating techniques supported by self-ratings and interviews. The socialExpand
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The relationships between social intelligence, empathy, and three types of aggression
Relationships between social intelligence, empathy, and three types of aggressive behavior were studied. Peer-estimation techniques were used to measure all major variables. Altogether, 526 FinnishExpand
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Sex Differences in Covert Aggression Among Adults
In previous studies [Aggressive Behavior 14:403-414, 1988; Aggressive Behavior 18:117-127, 1992] it was found that adolescent girls used indirect means of aggression more than adolescent boys,Expand
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Learning difficulties, social intelligence, and self-concept: connections to bully-victim problems.
Learning skills, social intelligence, and self-concept were related to each other and to bully-victim problems among fifth-grade children (79 boys and 62 girls, aged 11-12 years). In addition toExpand
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Stability and change of behavior in connection with bullying in schools: A two‐year follow‐up
The stability of participant roles in the bullying process was explored during a 2-year period among 189 eighth-grade students in 17 school classes in Finland. This was a subsample of students takingExpand
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Self-Evaluated Self-Esteem, Peer-Evaluated Self-Esteem, and Defensive Egotism as Predictors of Adolescents’ Participation in Bullying Situations
Three dimensions of self-esteem (SE) (self-evaluated, peer-evaluated, defensive egotism) were related to each other and to adolescents’ social behavior. In addition to exploring links between singleExpand
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Peer networks and bullying in schools
This study looked at how the social constellations in school classes relate to bullying problems. Using peer-evaluation questionnaires, the peer networks of children with different participant rolesExpand
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Aggression and sociometric status among peers: do gender and type of aggression matter?
The connections between the use of different types of aggression (direct physical, direct verbal, and indirect) and sociometric status among same-sex and opposite-sex peers were studied. The subjectsExpand
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