Publication:
Game theory in the classroom: low cooperative relationships identify bullying patterns in elementary schools

dc.contributor.authorLandaeta Torres, Víctor
dc.contributor.authorCandia Vallejos, Cristian
dc.contributor.authorPulgar, Javier
dc.contributor.authorFábrega, Jorge
dc.contributor.authorVarela, Jorge
dc.contributor.authorYaikin, Tamara
dc.contributor.authorMonge, Cecilia
dc.contributor.authorRodriguez-Sickert, Carlos
dc.date.accessioned2025-02-27T20:47:29Z
dc.date.available2025-02-27T20:47:29Z
dc.date.issued2024
dc.description.abstractCooperation and bullying have a subtle yet important interaction that influences the social dynamics in elementary school classrooms. We investigate this interplay in a large sample of 1112 students across 47 public primary classrooms in Chile. Using a video game interface to create a dyadic, non-anonymous social dilemma, we map the cooperative social network within each classroom. In addition, we collect peer nomination data and use the Illinois Bullying Scale to categorize students as bullies, victims, or bully victims. Our results indicate that low levels of received cooperation significantly increase the likelihood of students being identified with the dual role of both bully and victim, known as the bully-victim profile. This negative relationship remains robust even after controlling for demographic and classroom context variables using multilevel regression models and is consistent when employing causal inference techniques such as statistical matching. We propose that the relationship between received cooperation and the bully-victim profile stems from the capacity of received cooperation to capture key factors influencing social relationships among students, such as popularity, prosociality, GPA, and aggressiveness. Our study contributes to the understanding of human interaction in educational settings and it offers a new framework for targeted interventions in primary education, providing insights for future educational policies and practices.
dc.description.versionVersión publicada
dc.format.extent10 p.
dc.identifier.citationLandaeta-Torres, V., Candia, C., Pulgar, J. et al. Game theory in the classroom: low cooperative relationships identify bullying patterns in elementary schools. Humanit Soc Sci Commun 11, 1101 (2024). https://doi.org/10.1057/s41599-024-03493-5
dc.identifier.doihttps://doi.org/10.1057/s41599-024-03493-5
dc.identifier.urihttps://hdl.handle.net/11447/9862
dc.language.isoen
dc.subjectComplex networks
dc.subjectEducation
dc.subjectPsychology
dc.subjectScience technology and society
dc.titleGame theory in the classroom: low cooperative relationships identify bullying patterns in elementary schools
dc.typeArticle
dcterms.accessRightsAcceso abierto
dcterms.sourceHumanities and Social Sciences Communications
dspace.entity.typePublication
relation.isAuthorOfPublicationf662a3ba-d558-4854-8bb5-8572317666b3
relation.isAuthorOfPublication0bed95de-820c-4b23-9388-2bbe0e3b93ac
relation.isAuthorOfPublicationf6d891ba-9484-4062-b80f-8e847a03912d
relation.isAuthorOfPublication.latestForDiscoveryf662a3ba-d558-4854-8bb5-8572317666b3

Files

Original bundle
Now showing 1 - 1 of 1
Loading...
Thumbnail Image
Name:
s41599-024-03493-5 (1).pdf
Size:
19.17 MB
Format:
Adobe Portable Document Format
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
347 B
Format:
Item-specific license agreed upon to submission
Description: