Dobne i spolne razlike u povezanosti nekih kognitivnih i socio-emocionalnih aspekata razvoja s vršnjačkim nasiljem i viktimizacijom
Age and gender differences in correlation between some cognitive and socio-emotional aspects of children’s development and peer violence and victimization

Summary/Abstract: Peer violence is a serious problem in today’s society. Violence and victimization in schools, which children experience every day, seriously affects their cognitive and socio-emotional development. The aim of this study was to verify age and gender differences in the relationship of peer violence and victimization with some aspects of cognitive (school performance) and social-emotional development (number of friends, peer acceptance, impulsivity, empathy). The participants were 880 pupils of fifth to eighth grades of elementary school (48% boys and 52% girls). The pupils were between 10 and 16 years old (M=12,81, SD=1,15). During regular classes they completed the Impulsivity Scale (Vulić-Prtorić, 2006), The Empathy Questionnaire (Ivanović and Buško, 2008), Scale frequency of media exposure (Velki, 2012) and Questionnaire on bullying among school children (Velki i Piri, 2011). The research results indicate that peer violence is related with more friends, a higher degree of impulsivity and lower level of affective empathy, while peer victimization is associated with poorer school success, lesser peer acceptance and a higher degree of impulsivity. For pupils in the lower classes was found significantly higher correlation between peer violence behavior and social aspects of development, and significantly higher correlation of peer victimization and cognitive development. The stronger correlation of peer violence and impulsivity was obtained for girls. Our findings can be seen as additional evidence for the notion that different aspects of the development are in the background of peer violence, then in peer victimization.

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