Attributions and Coping Styles in Reducing Victimization

Autor/inn/en	Shelley, Danielle; Craig, Wendy M.
Titel	Attributions and Coping Styles in Reducing Victimization
Quelle	In: Canadian Journal of School Psychology, 25 (2010) 1, S.84-100 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0829-5735
DOI	10.1177/0829573509357067
Schlagwörter	Females; Questionnaires; Adolescents; Coping; Victims of Crime; Symptoms (Individual Disorders); Attribution Theory; Depression (Psychology); Correlation; At Risk Persons; Social Support Groups; Gender Differences; Prevention; Bullying; Peer Relationship; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Fragebogen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Bewältigung; Victim; Victims; Crime; Opfer; Verbrechen; Psychiatrische Symptomatik; Korrelation; Risikogruppe; Social support; Soziale Unterstützung; Geschlechterkonflikt; Prävention; Vorbeugung; Mobbing; Peer-Beziehungen; Ausland; Kanada
Abstract	To examine the role of attributions and coping on children's victimization over time, 220 children completed questionnaires twice over a 6-month period. Direct and mediational models were tested using regressions, cross-sectionally and longitudinally. Characterological self-blame was positively related to victimization within and across time for boys and girls. Depressive attributions were positively related to victimization only for girls. No coping styles were associated with reduced victimization over time for boys, whereas social support coping was for girls. Avoidant, revenge, and social support coping were positively related to victimization for boys. Avoidant coping directly predicted victimization for girls. No coping styles were significant mediators over time, which suggests situational mechanisms are relevant. Support emerged for strategies for girls to reduce victimization; more research is needed to help boys. (Contains 6 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10