Effects of Peer Victimization on Psychological and Academic Adjustment in Early Adolescence

Autor/inn/en	Rueger, Sandra Yu; Jenkins, Lyndsay N.
Titel	Effects of Peer Victimization on Psychological and Academic Adjustment in Early Adolescence
Quelle	In: School Psychology Quarterly, 29 (2014) 1, S.77-88 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/spq0000036
Schlagwörter	Bullying; Peer Relationship; Victims; Incidence; Adjustment (to Environment); Early Adolescents; Longitudinal Studies; Middle School Students; Grade 7; Grade 8; Psychometrics; Personality Measures; Gender Differences; Statistical Significance; Statistical Analysis; Behavior Problems; Sampling; Statistical Inference; Structural Equation Models; Behavior Assessment System for Children + Suchen Sie Ihr Suchwort? Mobbing; Peer-Beziehungen; Victim; Opfer; Vorkommen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Psychometry; Psychometrie; Geschlechterkonflikt; Statistische Analyse; Inferential statistics; Schließende Statistik
Abstract	The purpose of the current study is to investigate the effects of frequency of peer victimization experiences on psychological and academic adjustment during early adolescence, with a focus on testing psychological adjustment as a mediator, as well as differences based on gender and type of victimization. The sample in this short-term longitudinal design study consists of 7th and 8th graders (n = 670, 50% male) from an ethnically and socioeconomically diverse middle school. Victimization was measured using 10 items that assessed frequency of verbal, physical, and relational victimization experiences, and outcomes were assessed with the Behavior Assessment System for Children (2nd ed.) and school records. There was support for gender differences in frequency of peer victimization experiences based on type of victimization. More specifically, boys reported higher levels of physical and verbal victimization, and girls reported higher levels of relational victimization. In addition, there were statistically significant differences between boys and girls on the relation between victimization and anxiety, attendance, and grades, with girls experiencing more maladjustment than boys in response to peer victimization. Finally, results demonstrated no gender differences in indirect effects of psychological adjustment on the relation between peer victimization and academic outcomes, whether victimization was physical, verbal, and relational. These findings highlight the importance of addressing social-emotional functioning as well as peer victimization in the schools for both boys and girls, as both affect students' academic functioning. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01