Children's Perceptions of Their Teacher's Responses to Students' Peer Harassment: Moderators of Victimization-Adjustment Linkages

Autor/inn/en	Troop-Gordon, Wendy; Quenette, Andrea
Titel	Children's Perceptions of Their Teacher's Responses to Students' Peer Harassment: Moderators of Victimization-Adjustment Linkages
Quelle	In: Merrill-Palmer Quarterly: Journal of Developmental Psychology, 56 (2010) 3, S.333-360, Artikel 7 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-930X
Schlagwörter	Evidence; Bullying; Females; Teacher Response; Peer Relationship; Coping; Organizations (Groups); Victims of Crime; Elementary School Students; Grade 4; Grade 5; Grade 6; Correlation; Psychopathology; Individual Differences; Gender Differences + Suchen Sie Ihr Suchwort? Evidenz; Mobbing; Weibliches Geschlecht; Lehrerkommentar; Peer-Beziehungen; Bewältigung; Victim; Victims; Crime; Opfer; Verbrechen; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Korrelation; Psychopathologie; Individueller Unterschied; Geschlechterkonflikt
Abstract	Children's relational schemas have been found to account for, and moderate, links between peer victimization and psychosocial difficulties. The present study extends this research by examining whether children's mental representations of their teachers' responses to students' peer harassment moderate associations between peer victimization and internalizing distress and school avoidance. Data were collected from 264 children (124 boys and 140 girls) in the fourth, fifth, and sixth grades. A number of significant victimization x perceived teacher response interactions emerged, although the nature of these moderated associations often varied by children's sex. For boys, victimization was associated with greater internalizing distress only when they viewed their teacher as advocating assertion, avoidance, or independent coping. In fact, perceiving teachers to use low levels of these strategies appeared to protect victimized boys from internalizing problems. In comparison, although girls similarly evidenced greater internalizing problems when they viewed the teacher as using these strategies, no evidence was found of a buffering effect at low levels of perceiving the teacher as advocating avoidance, assertion, or independent coping. The results highlight the role of perceptions of the teacher in explicating individual differences in adjustment problems associated with peer victimization. (Contains 2 tables and 2 figures.) (As Provided).
Anmerkungen	Wayne State University Press. The Leonard N. Simons Building, 4809 Woodward Avenue, Detroit, MI 48201-1309. Tel: 800-978-7323; Fax: 313-577-6131; Web site: http://wsupress.wayne.edu/journals/merrill/merrillj.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10