Why Does Classroom-Level Victimization Moderate the Association between Victimization and Depressive Symptoms? The "Healthy Context Paradox" and Two Explanations

Autor/inn/en	Pan, Bin; Li, Tengfei; Ji, Linqin; Malamut, Sarah; Zhang, Wenxin; Salmivalli, Christina
Titel	Why Does Classroom-Level Victimization Moderate the Association between Victimization and Depressive Symptoms? The "Healthy Context Paradox" and Two Explanations
Quelle	In: Child Development, 92 (2021) 5, S.1836-1854 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pan, Bin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13624
Schlagwörter	Classroom Environment; Victims; Bullying; Peer Acceptance; Friendship; Self Concept; Correlation; Context Effect; Depression (Psychology); Symptoms (Individual Disorders); Elementary School Students; Preadolescents; Grade 4; Grade 3; Foreign Countries; China + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Victim; Opfer; Mobbing; Freundschaft; Selbstkonzept; Korrelation; Psychiatrische Symptomatik; Pre-adolescence; Präadoleszenz; School year 04; 4. Schuljahr; Schuljahr 04; School year 03; 3. Schuljahr; Schuljahr 03; Ausland
Abstract	The present longitudinal study examined how and why classroom-level victimization moderates the prospective association between peer victimization and depressive symptoms with 2,643 third- and fourth-graders (M[subscript age] = 10.01 years) in China. Multilevel modeling revealed that peer victimization was more strongly associated with increasing depressive symptoms in classrooms with lower classroom-level victimization. Moreover, two mechanisms were identified to explain the moderating effect of classroom-level victimization. First, low classroom-level victimization reduced victimized children's received friendship nominations from peers, thereby leading to increases in depressive affect. Second, low classroom-level victimization affected victimized children's depressive symptoms through damage to their social self-concept. These findings provide support for the "healthy context paradox" in the Chinese culture, and highlight the mechanisms of this phenomenon. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01