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

Victor Landaeta-Torres, Cristian Candia (), Javier Pulgar, Jorge Fábrega, Jorge J. Varela, Tamara Yaikin, Cecilia Monge and Carlos Rodriguez-Sickert ()
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Victor Landaeta-Torres: Universidad del Desarrollo
Cristian Candia: Universidad del Desarrollo
Javier Pulgar: Universidad del Bío Bío
Jorge Fábrega: Universidad del Desarrollo
Jorge J. Varela: Universidad del Desarrollo
Tamara Yaikin: Universidad del Desarrollo
Cecilia Monge: Universidad del Desarrollo
Carlos Rodriguez-Sickert: Universidad del Desarrollo

Palgrave Communications, 2024, vol. 11, issue 1, 1-10

Abstract: Abstract Cooperation 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.

Date: 2024
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DOI: 10.1057/s41599-024-03493-5

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