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The impact of peer victimization on later maladjustment: mediating and moderating effects of hostile and self-blaming attributions / Sonja PERREN in Journal of Child Psychology and Psychiatry, 54-1 (January 2013)
[article]
Titre : The impact of peer victimization on later maladjustment: mediating and moderating effects of hostile and self-blaming attributions Type de document : Texte imprimé et/ou numérique Auteurs : Sonja PERREN, Auteur ; Idean ETTEKAL, Auteur ; Gary LADD, Auteur Article en page(s) : 46-55 Langues : Anglais (eng) Mots-clés : Peer victimization hostile attributions self-blame internalizing problems externalizing problems Index. décimale : PER Périodiques Résumé : Background: Evidence indicates that being a victim of bullying or peer aggression has negative short- and long-term consequences. In this study, we investigated the mediating and moderating role of two types of attributional mechanisms (hostile and self-blaming attributions) on children?s maladjustment (externalizing and internalizing problems). Methods: In total, 478 children participated in this longitudinal study from grade 5 to grade 7. Children, parents, and teachers repeatedly completed questionnaires. Peer victimization was assessed through peer reports (T1). Attributions were assessed through self-reports using hypothetical scenarios (T2). Parents and teachers reported on children?s maladjustment (T1 and T3). Results: Peer victimization predicted increases in externalizing and internalizing problems. Hostile attributions partially mediated the impact of victimization on increases in externalizing problems. Self-blame was not associated with peer victimization. However, for children with higher levels of self-blaming attributions, peer victimization was linked more strongly with increases in internalizing problems. Conclusions: Results imply that hostile attributions may operate as a potential mechanism through which negative experiences with peers lead to increases in children?s aggressive and delinquent behavior, whereas self-blame exacerbates victimization?s effects on internalizing problems. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02618.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=186
in Journal of Child Psychology and Psychiatry > 54-1 (January 2013) . - 46-55[article] The impact of peer victimization on later maladjustment: mediating and moderating effects of hostile and self-blaming attributions [Texte imprimé et/ou numérique] / Sonja PERREN, Auteur ; Idean ETTEKAL, Auteur ; Gary LADD, Auteur . - 46-55.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 54-1 (January 2013) . - 46-55
Mots-clés : Peer victimization hostile attributions self-blame internalizing problems externalizing problems Index. décimale : PER Périodiques Résumé : Background: Evidence indicates that being a victim of bullying or peer aggression has negative short- and long-term consequences. In this study, we investigated the mediating and moderating role of two types of attributional mechanisms (hostile and self-blaming attributions) on children?s maladjustment (externalizing and internalizing problems). Methods: In total, 478 children participated in this longitudinal study from grade 5 to grade 7. Children, parents, and teachers repeatedly completed questionnaires. Peer victimization was assessed through peer reports (T1). Attributions were assessed through self-reports using hypothetical scenarios (T2). Parents and teachers reported on children?s maladjustment (T1 and T3). Results: Peer victimization predicted increases in externalizing and internalizing problems. Hostile attributions partially mediated the impact of victimization on increases in externalizing problems. Self-blame was not associated with peer victimization. However, for children with higher levels of self-blaming attributions, peer victimization was linked more strongly with increases in internalizing problems. Conclusions: Results imply that hostile attributions may operate as a potential mechanism through which negative experiences with peers lead to increases in children?s aggressive and delinquent behavior, whereas self-blame exacerbates victimization?s effects on internalizing problems. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02618.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=186 Diversity protects: The role of school and classroom racial/ethnic diversity on the experience of peer victimization during the middle school years / Sandra GRAHAM in Development and Psychopathology, 35-5 (December 2023)
[article]
Titre : Diversity protects: The role of school and classroom racial/ethnic diversity on the experience of peer victimization during the middle school years Type de document : Texte imprimé et/ou numérique Auteurs : Sandra GRAHAM, Auteur Article en page(s) : p.2516-2532 Mots-clés : dynamic classroom racial/ethnic diversity school safety self-blame structural school racial/ethnic diversity victimization Index. décimale : PER Périodiques Résumé : The effects of school and classroom racial/ethnic diversity on peer victimization, self-blame, and perceived school safety were examined in a racially/ethnically diverse sample of students followed over the three years of middle school. Sixth grade students (N = 5,991, 52% female; M = 11.63 years) were recruited from 26 urban middle schools that systematically varied in racial/ethnic diversity. Based on student self-report, the sample was 31.6% Latino/Mexican, 19.6% White, 17.4%, Multiethnic/Biracial, 13% East/Southeast Asian, 10.9% Black, and 6.9% Other very small racial/ethnic groups. Each school had a structural diversity score based on the number and size of racial/ethnic groups enrolled. Using a novel method based on course schedules and class rosters, each student?s individual exposure to diversity in their classes was assessed to capture dynamic diversity. Latent growth modeling showed that structural school diversity and dynamic classroom diversity were both related to less victimization at the start of middle school and a decrease over time. Dynamic classroom diversity buffered the associations between victimization and self-blame and between victimization and perceiving school as unsafe. Dynamic classroom diversity was more protective than structural school diversity. Implications for practice, intervention and policies to promote school racial/ethnic diversity were discussed. En ligne : https://dx.doi.org/10.1017/S0954579423001074 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519
in Development and Psychopathology > 35-5 (December 2023) . - p.2516-2532[article] Diversity protects: The role of school and classroom racial/ethnic diversity on the experience of peer victimization during the middle school years [Texte imprimé et/ou numérique] / Sandra GRAHAM, Auteur . - p.2516-2532.
in Development and Psychopathology > 35-5 (December 2023) . - p.2516-2532
Mots-clés : dynamic classroom racial/ethnic diversity school safety self-blame structural school racial/ethnic diversity victimization Index. décimale : PER Périodiques Résumé : The effects of school and classroom racial/ethnic diversity on peer victimization, self-blame, and perceived school safety were examined in a racially/ethnically diverse sample of students followed over the three years of middle school. Sixth grade students (N = 5,991, 52% female; M = 11.63 years) were recruited from 26 urban middle schools that systematically varied in racial/ethnic diversity. Based on student self-report, the sample was 31.6% Latino/Mexican, 19.6% White, 17.4%, Multiethnic/Biracial, 13% East/Southeast Asian, 10.9% Black, and 6.9% Other very small racial/ethnic groups. Each school had a structural diversity score based on the number and size of racial/ethnic groups enrolled. Using a novel method based on course schedules and class rosters, each student?s individual exposure to diversity in their classes was assessed to capture dynamic diversity. Latent growth modeling showed that structural school diversity and dynamic classroom diversity were both related to less victimization at the start of middle school and a decrease over time. Dynamic classroom diversity buffered the associations between victimization and self-blame and between victimization and perceiving school as unsafe. Dynamic classroom diversity was more protective than structural school diversity. Implications for practice, intervention and policies to promote school racial/ethnic diversity were discussed. En ligne : https://dx.doi.org/10.1017/S0954579423001074 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519