Bullying Perpetration and Narcissistic Personality Traits across Adolescence: Joint Trajectories and Childhood Risk Factors
Bibliographic record
Abstract
Objectives: Although there is some evidence on the longitudinal associations between bullying perpetration and narcissistic personality traits, their joint developmental trajectories across early to late adolescence are largely unknown. Accordingly, we examined the co-development of bullying perpetration and narcissistic personality traits across adolescence and examined the childhood predictors of these joint trajectories. Method: Self-reports of bullying and narcissistic personality traits were assessed across six years of adolescence from Grade 7 (i.e., age 13) to Grade 12 (i.e., age 18) in a sample of 616 Canadian adolescents and childhood predictors were assessed in Grades 5 and 6. Results: As predicted, latent class growth analyses demonstrated that most adolescents were reflected in a trajectory of low decreasing bullying (82.0%) and a smaller group followed a moderate stable trajectory of bullying (18.0%). The majority of adolescents followed a moderate stable trajectory of narcissistic traits (56.3%), followed by a high increasing trajectory of narcissistic traits (22.8%), and a low decreasing trajectory of narcissistic traits (20.9%). Six percent of adolescents followed a high-risk dual trajectory of moderate stable bullying and high increasing narcissistic traits (high-risk group). Also as predicted, higher hyperactivity, higher frustration, and lower anxiety in childhood differentiated the high-risk group from a low-risk group (low decreasing bullying and low decreasing narcissistic traits; 19.0%). Higher childhood hyperactivity also differentiated a group of adolescents who followed a trajectory of moderate stable bullying and moderate stable narcissistic traits (10.0%) from the low-risk group. Results showed that moderate stable bullying was a better indicator of high increasing and moderate stable trajectories of narcissistic personality traits than the reverse. Conclusions: Findings suggest adolescence is a time when personality and bullying reflect dynamic and heterogeneous development. Early intervention of childhood risk factors may help prevent a high-risk developmental course of bullying and narcissistic personality traits across adolescence.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".