When Might Peer Aggression, Victimization, and Conflict Have Its Largest Impact? Microcontextual Considerations

Autor/inn/en	Nishina, Adrienne; Bellmore, Amy
Titel	When Might Peer Aggression, Victimization, and Conflict Have Its Largest Impact? Microcontextual Considerations
Quelle	In: Journal of Early Adolescence, 30 (2010) 1, S.5-26 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431609350928
Schlagwörter	Conflict; Early Adolescents; Individual Differences; Grade 6; Grade 9; Social Environment; Aggression; Bullying; Peer Groups; Friendship; Prevention; Intervention; Statistical Analysis; Measures (Individuals); High School Students; Middle School Students + Suchen Sie Ihr Suchwort? Konflikt; Individueller Unterschied; School year 06; 6. Schuljahr; Schuljahr 06; School year 09; 9. Schuljahr; Schuljahr 09; Soziales Umfeld; Mobbing; Gleichaltrigengruppe; Peer Group; Freundschaft; Prävention; Vorbeugung; Statistische Analyse; Messdaten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	Peer aggression, victimization, and conflict are common occurrences during early adolescence. In the collection of articles in this special issue, several themes emerged, including the use of social psychological theory, individual difference variables, and social context. This article briefly reviews these articles and presents original data that examine microcontextual characteristics (i.e., context of specific events) of sixth and ninth graders' peer victimization. Students completed daily reports on 5 school days across 2 weeks. Adolescents' experiences were mostly public (i.e., witnessed by another individual) and perpetrated by a single student from the same grade. Adolescents were unlikely to receive help from others (less than half the time when a witness was present). Ninth-grade data suggest that friends are the most likely witnesses to help the target. Strangers to the target never intervened or tried to help. These findings are discussed in light of implications for prevention and intervention. (Contains 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10