Classroom Context and the Relations between Social Withdrawal and Peer Victimization

Autor/inn/en	Bass, Ellyn Charlotte; Santo, Jonathan Bruce; da Cunha, Josafa M.; Neufeld, Cara
Titel	Classroom Context and the Relations between Social Withdrawal and Peer Victimization
Quelle	In: Journal of Cognitive Education and Psychology, 15 (2016) 2, S.248-267 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1945-8959
DOI	10.1891/1945-8959.15.2.248
Schlagwörter	Bullying; Withdrawal (Psychology); Peer Relationship; Social Isolation; Individualism; Collectivism; Grade 7; Grade 8; Correlation; Gender Differences; Prediction; Social Development; Emotional Development; Predictor Variables; Cultural Influences; Social Behavior; Peer Evaluation; Victims; Student Attitudes + Suchen Sie Ihr Suchwort? Mobbing; Rückzugsverhalten; Peer-Beziehungen; Soziale Isolation; Individualismus; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Korrelation; Geschlechterkonflikt; Vorhersage; Soziale Entwicklung; Gefühlsbildung; Prädiktor; Cultural influence; Kultureinfluss; Social behaviour; Soziales Verhalten; Victim; Opfer; Schülerverhalten
Abstract	This study examined the relationship between social withdrawal (isolation and unsociability) and peer victimization by exploring the moderating influences of gender, classroom norms of social withdrawal, individualism, and collectivism. One hundred fifty-eight adolescents (M[subscript age] = 14.11, SD = 1.10; 46.3% boys) in 7th and 8th grade from Curitiba, Brazil, completed peer assessments of isolation, unsociability, peer victimization, and self-reports of classroom individualism and collectivism. Isolation and unsociability were aggregated into classroom norms. Data were analyzed using multilevel modeling. Isolation and unsociability positively predicted victimization. Unsociability was a positive predictor of victimization in low-unsociability classrooms. Isolation was negatively associated with victimization in low-isolation classes. The relationship between isolation and victimization was weaker in more collectivistic classes. The relationship between unsociability and peer victimization was strongest among boys in classes low in individualism. This study provides further support that social withdrawal has consequences for adolescents' socioemotional development which vary by classroom context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01