Does School Connectedness Buffer the Impact of Peer Victimization on Early Adolescents' Subsequent Adjustment Problems?

Autor/inn/en	Loukas, Alexandra; Pasch, Keryn E.
Titel	Does School Connectedness Buffer the Impact of Peer Victimization on Early Adolescents' Subsequent Adjustment Problems?
Quelle	In: Journal of Early Adolescence, 33 (2013) 2, S.245-266 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431611435117
Schlagwörter	Victims; Bullying; Peer Relationship; Adjustment (to Environment); Early Adolescents; Grade 6; Grade 7; Grade 8; Behavior Problems; Anxiety; Depression (Psychology); Gender Differences; Student School Relationship; Middle School Students; Correlation; Prediction; Questionnaires; Texas; National Longitudinal Study of Adolescent Health; Childrens Depression Inventory; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Victim; Opfer; Mobbing; Peer-Beziehungen; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Angst; Geschlechterkonflikt; Schüler-Lehrer-Beziehung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Korrelation; Vorhersage; Fragebogen
Abstract	The current study examined the role of school connectedness as a moderator of the associations between overt and relational forms of peer victimization and early adolescents' subsequent adjustment problems. Data were collected from 490 adolescents when they were initially in the sixth and seventh grades and again 1 year later. Regression analyses indicated that overt, but not relational, victimization predicted increases in boys' and girls' conduct problems and social anxiety and girls' depressive symptoms across the 1-year period. School connectedness was associated with decreases in adolescents' conduct problems across time and buffered the impact of overt victimization on girls' subsequent conduct problems. Study findings highlighted the protective role of the school context for girls experiencing overt victimization. (Contains 3 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10