{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,30]],"date-time":"2026-09-30T05:14:32Z","timestamp":1790745272226,"version":"4.1.0"},"reference-count":47,"publisher":"Wiley","issue":"5","license":[{"start":{"date-parts":[[2017,2,8]],"date-time":"2017-02-08T00:00:00Z","timestamp":1486512000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"name":"The Netherlands Organization for Scientific Research","award":["022.003.021"],"award-info":[{"award-number":["022.003.021"]}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Aggressive Behavior"],"published-print":{"date-parts":[[2017,9]]},"abstract":"<jats:sec><jats:label\/><jats:p>Some children who bully others are also victimized themselves (\u201cbully\u2010victims\u201d) whereas others are not victimized themselves (\u201cbullies\u201d). These subgroups have been shown to differ in their social functioning as early as in kindergarten. What is less clear are the motives that underlie the bullying behavior of young bullies and bully\u2010victims. The present study examined whether bullies have proactive motives for aggression and anticipate to feel happy after victimizing others, whereas bully\u2010victims have reactive motives for aggression, poor theory of mind skills, and attribute hostile intent to others. This \u201cdistinct processes hypothesis\u201d was contrasted with the \u201cshared processes hypothesis,\u201d predicting that bullies and bully\u2010victims do not differ on these psychological processes. Children (<jats:italic>n<\/jats:italic>\u2009=\u2009283, age 4\u20139) were classified as bully, bully\u2010victim, or noninvolved using peer\u2010nominations. Theory of mind, hostile intent attributions, and happy victimizer emotions were assessed using standard vignettes and false\u2010belief tasks; reactive and proactive motives were assessed using teacher\u2010reports. We tested our hypotheses using Bayesian model selection, enabling us to directly compare the distinct processes model (predicting that bullies and bully\u2010victims deviate from noninvolved children on different psychological processes) against the shared processes model (predicting that bullies and bully\u2010victims deviate from noninvolved children on all psychological processes alike). Overall, the shared processes model received more support than the distinct processes model. These results suggest that in early childhood, bullies and bully\u2010victims have shared, rather than distinct psychological processes underlying their bullying behavior.<\/jats:p><\/jats:sec>","DOI":"10.1002\/ab.21701","type":"journal-article","created":{"date-parts":[[2017,2,9]],"date-time":"2017-02-09T03:56:40Z","timestamp":1486612600000},"page":"430-439","source":"Crossref","is-referenced-by-count":41,"title":["Psychological processes in young bullies versus bully\u2010victims"],"prefix":"10.1002","volume":"43","author":[{"given":"Anouk","family":"van Dijk","sequence":"first","affiliation":[{"name":"Department of Psychology Utrecht University Utrecht The Netherlands"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Astrid M. G.","family":"Poorthuis","sequence":"additional","affiliation":[{"name":"Department of Psychology Utrecht University Utrecht The Netherlands"},{"name":"Research Institute of Child Development and Education University of Amsterdam Amsterdam The Netherlands"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Tina","family":"Malti","sequence":"additional","affiliation":[{"name":"Department of Psychology University of Toronto Mississauga Ontario Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2017,2,8]]},"reference":[{"key":"e_1_2_6_2_1","volume-title":"Pathways to victimization and a multisetting intervention: Project documentation","author":"Alsaker F. 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