Peer Victimization and Well-Being as a Function of Same-Ethnicity Classmates and Classroom Social Norms: Revisiting Person × Environment Mismatch Theory

Autor/inn/en	Troop-Gordon, Wendy; Chambless, Kalie; Brandt, Taylor
Titel	Peer Victimization and Well-Being as a Function of Same-Ethnicity Classmates and Classroom Social Norms: Revisiting Person × Environment Mismatch Theory
Quelle	In: Developmental Psychology, 57 (2021) 12, S.2050-2066 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Troop-Gordon, Wendy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001161
Schlagwörter	Peer Relationship; Victims; Well Being; Classroom Environment; Social Attitudes; Student Behavior; Rural Schools; Grade 4; Grade 5; Elementary School Students; Racial Differences; Ethnicity; Psychological Patterns; Anxiety; Withdrawal (Psychology); Social Influences; Student Diversity; Bullying; African American Students; Hispanic American Students; White Students + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Victim; Opfer; Well-being; Wellness; Wohlbefinden; Klassenklima; Unterrichtsklima; Social attidude; Soziale Einstellung; Student behaviour; Schülerverhalten; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Rassenunterschied; Ethnizität; Angst; Rückzugsverhalten; Sozialer Einfluss; Mobbing; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner
Abstract	Person × Environment mismatch theory has been applied to understanding how the classroom social ecology moderates associations between peer victimization and socioemotional well-being. In 2004, Bellmore et al. applied this theory to the ethnic composition and social climate of the classroom. The current study tested whether their findings replicate with a slightly younger, rural sample from the Southeastern United States, whether associations held longitudinally, and whether child ethnicity moderated effects. Participants were 4th-grade and 5th-grade students from 13 elementary schools (N = 1,448; M[subscript age] = 10.13 years; 701 girls; 37.9% Black, 4.40% Latina/o, 57.7% White). Measures included peer-reports of peer victimization, teacher-reports of loneliness, social withdrawal, and anxiety, and self-reports of prosocial peer treatment. Classroom social disorder was assessed using teacher-reports of aggressive behavior and peer victimization. Evidence that having a large percentage of same-ethnicity peers amplifies peer victimization-adjustment linkages was limited. Although the exact nature of identified interactive effects somewhat varied from Bellmore et al., findings similarly underscored the benefits of low social disorder and ethnically diverse classrooms. Together, these findings point to a need to understand the proximal sociostructural impact of ecological factors when studying the consequences of peer victimization. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01