Literaturnachweis - Detailanzeige
Autor/inn/en | Pan, Bin; Li, Tengfei; Ji, Linqin; Malamut, Sarah; Zhang, Wenxin; Salmivalli, Christina |
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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 |
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 |
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 |