INTELLIGENT, ATTRACTIVE, WELL-BEHAVING, UNHAPPY - THE STRUCTURE OF ADOLESCENTS SELF-CONCEPT AND ITS RELATIONS TO THEIR SOCIAL-BEHAVIOR

The self-concept (SC) structures of adolescent girls and boys were exa mined and related to their social behavior in situations of bullying. The participants were 281 eighth-grade adolescents, aged 14 to 15 year s, from 15 school classes. The measures used were the Participant Role Questionnaire and an applied version of the Piers-Harris Children's S elf-Concept Scale. A cluster analysis was performed to form groups wit h similar SC profiles. The ultimate solution consisted of six clusters , which differed significantly from each other in how much their membe rs tended to bully others, assist the bully, reinforce the bully, and withdraw from bullying situations. Adolescents who tended to bully oth ers typically had high social and physical SC, although their view of themselves was rather negative on the other SC domains. Youngsters who tended to assist or reinforce the bully either had an SC structure si milar to that of the bullies, or they scored low on all SC domains. Wi thdrawing from bullying situations was most typical of adolescents who had at least average scores on behavioral and family-related SC, alth ough they did not perceive themselves as very competent in other areas . Although the differences between the groups were not significant in regard to being victimized and defending the victims bullied by others , some observations could be made: Adolescents with low social and phy sical SC or low SC on all domains were victimized most, although defen ding the victims was most typical of girls and boys who considered the mselves competent in all areas.