To Disclose or Not? Children's Tendency to Disclose Peer Victimisation in Elementary School

Autor/inn/en	van der Ploeg, Rozemarijn; Stoltz, Sabine E. M. J.; van den Berg, Yvonne H. M.; Cillessen, Antonius H. N.; de Castro, Bram O.
Titel	To Disclose or Not? Children's Tendency to Disclose Peer Victimisation in Elementary School
Quelle	In: Educational Psychology, 42 (2022) 7, S.857-874 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2022.2048794
Schlagwörter	Self Disclosure (Individuals); Peer Relationship; Elementary School Students; Gender Differences; Age Differences; Depression (Psychology); Anxiety; Emotional Response; Self Control; Student Attitudes; Classroom Environment; Incidence; Foreign Countries; Bullying; Student Characteristics; Grade 3; Grade 4; Grade 5; Grade 6; Self Concept; Netherlands; Self Perception Profile for Children + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Angst; Emotionales Verhalten; Selbstbeherrschung; Schülerverhalten; Klassenklima; Unterrichtsklima; Vorkommen; Ausland; Mobbing; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Selbstkonzept; Niederlande
Abstract	This study aimed to shed light on the prevalence of chronic peer victimisation among Dutch elementary school children and factors associated with (non-)disclosure of such experiences by victims. 5,961 students from 73 schools participated (51.5% male; M[subscript age] = 9.96; 77.7% native Dutch). Results showed that 12.3% of all children were victimised chronically, of which 29.4% did not disclose. Multilevel logistic regressions indicated that girls, older and native Dutch children were more likely to disclose. Moreover, experiencing depressive symptoms prompts disclosing victimisation. Anxiety, high emotion regulation skills, and perceptions of cohesion in the classroom were negatively associated with disclosure. The disclosure was not related to frequency or duration of victimisation, self-perceived social acceptance, self-worth, impulse control, or perceived classroom climate. Our study reveals information on the prevalence of peer victimisation and its disclosure, based on a nationwide study conducted in 2016-2017. It gives important insights into factors associated with disclosing victimisation experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01