Predicting Bullying Heterogeneity with the HEXACO Model of Personality

Ann H. Farrell · Victoria Della Cioppa · Anthony A. Volk · Angela S. Book

45 citations0/0 files storedInternational journal of advances in psychology

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Bullying, Victimization, and Aggression Personality Traits and Psychology Workplace Violence and Bullying

Abstract

Bullying has generally been studied as a homogenous phenomenon when in fact it may be heterogeneous. The goal of this study was to investigate the heterogeneity of bullying by using the HEXACO model of personality to predict physical, racial, verbal, social, and sexual bullying. A sample of 238 adolescents completed questionnaires on subtypes of bullying and the HEXACO Personality Inventory-Revised. As previously reported, Honesty-Humility was significantly correlated with all the subtypes of bullying, but there were variations in the correlations of the other factors. Emotionality significantly predicted racial bullying, while Conscientiousness significantly predicted physical bullying, and Honesty-Humility significantly predicted verbal, social, and sexual bullying. Age and sex also predicted some subtypes of bullying. We demonstrate that different personality factors have unique relationships with the five subtypes of bullying, underscoring bullying’s heterogeneity. Implications for theory and practice are discussed.

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References

1994Bullying at school: what we know and what we can do 2001Bullying Behaviors Among US Youth 2004Psychometric Properties of the HEXACO Personality Inventory 2004Sex Differences in Aggression in Real-World Settings: A Meta-Analytic Review 1999The Ontogenesis of Social Dominance: A Strategy-Based Evolutionary Perspective 2004Psychopathy, Machiavellianism, and Narcissism in the Five-Factor Model and the HEXACO model of personality structure 1994Types of bullying behaviour and their correlates 2008The prediction of Honesty–Humility-related criteria by the HEXACO and Five-Factor Models of personality

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2015Honesty–humility in school: Exploring main and interaction effects on secondary school students' antisocial and prosocial behavior

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