Predictors Of Peer Victimization Research Articles

Psychological maltreatment by teachers and peer victimization in Chinese youth: Depression and aggression as mediators

BackgroundPsychological maltreatment by teachers and peer victimization are significant public health issues among youth. However, few studies have verified transactional associations between psychological maltreatment by teachers and peer victimization at the within-person level and the mediating roles of depression and aggression have yet to be fully evaluated. ObjectiveThis study examined the transactional associations between psychological maltreatment by teachers and peer victimization from middle childhood to early adolescence, separating within- and between-person variation. The study also examined whether youth's depression and aggression mediated the associations. Participants and settingA total of 4945 Chinese youth (Mage = 9.92 years, SD = 0.73 53 % boys) completed a packet of measures on five occasions at 6-month intervals from May of 2017 to May of 2019. MethodsRandom Intercept Cross-Lagged Panel Models (RI-CLPMs) were used to distinguish between- and within-person effects. ResultsThe results indicated that: (a) Psychological maltreatment by teachers predicted peer victimization, and vice versa; (b) Depression (but not aggression) mediated the associations from peer victimization to psychological maltreatment by teachers. ConclusionsThe findings supported bidirectional spillover effects between adverse teacher-student and peer interactions and demonstrated at the within-person level that such effects were transmitted indirectly via youth's depression.

Temporal relation between pubertal development and peer victimization in a prospective sample of US adolescents.

Peer victimization typically peaks in early adolescence, leading researchers to hypothesize that pubertal timing is a meaningful predictor of peer victimization. However, previous methodological approaches have limited our ability to parse out which puberty cues are associated with peer victimization because gonadal and adrenal puberty, two independent processes, have either been conflated or adrenal puberty timing has been ignored. In addition, previous research has overlooked the possibility of reverse causality-that peer victimization might drive pubertal timing, as it has been shown to do in non-human primates. To fill these gaps, we followed 265 adolescents (47% female) prospectively across three-time points (Mage : T1 = 9.6, T2 = 12.0, T3 = 14.4) and measured self-report peer victimization and self- and maternal-report of gonadal and adrenal pubertal development on the Pubertal Development Scale. Multilevel modeling revealed that females who were further along in adrenal puberty at age 9 were more likely to report peer victimization at age 12 (Cohen's d = 0.25, p = .005). The relation between gonadal puberty status and peer victimization was not significant for either sex. In terms of the reverse direction, the relation between early peer victimization and later pubertal development was not significant in either sex. Overall, our findings suggest that adrenal puberty status, but not gonadal puberty status, predicted peer victimization in females, highlighting the need to separate gonadal and adrenal pubertal processes in future studies.

A Large-Scale Longitudinal Study of School Factors as Mediators from Depression and Parental Monitoring to Peer Victimization in Mainland Chinese Middle Schools

ABSTRACT The current study longitudinally investigated how personal (depression) and family (parental monitoring) factors affect middle school peer victimization through school factors (academic performance, risky peer influence, and school belongingness) in mainland China. This study relied on large-scale 3-year longitudinal national data from mainland China with a sample of 8,357 middle school students who participated in all three waves. The results of structural equation modeling indicate that parental monitoring in Wave 1 did not predict peer victimization in Wave 3 directly, but it showed a significant indirect impact on peer victimization in Wave 3 through academic performance, risky peer influence, and school belongingness in Wave 2. Depression in Wave 1 was directly associated with peer victimization in Wave 3 and indirectly affected peer victimization in Wave 3 through academic performance, risky peer influence, and school belongingness in Wave 2. Practical implications are discussed.

Teacher–student relationships and peer victimization among Chinese children: The roles of peer status and gender

AbstractPrevious studies have shown that peer victimization causes a great variety of severe adverse effects on children's development, and it is necessary to explore the influential factors and mechanisms of peer victimization. This study examined the associations between teacher–student relationships and peer victimization, as well as the roles of peer status and gender in China. The participants were 734 primary school students from Grades 5 ~ 6. Structural equation models were conducted to test the roles of peer status in the associations between teacher–student relationships and peer victimization, as well as the gender differences in the above associations. The findings showed that teacher–student closeness negatively predicted peer victimization, and teacher–student conflict positively predicted peer victimization. It was also found that teacher–student conflict but not closeness could negatively predict peer status, which was in turn negatively associated with peer victimization. The above associations did not vary across genders. The findings indicated that both teacher–student closeness and conflict were directly associated with children's peer victimization, and teacher–student conflict was indirectly associated with peer victimization via peer status. This implies that interventions for decreasing children's peer victimization should not only focus on improving teacher–student relationships but also target peer status.

Bidirectional spillover between maladaptive parenting and peer victimization and the mediating roles of internalizing and externalizing problems: A within-person analysis among Chinese early adolescents.

Parenting practices and relationships with peers are crucial aspects of youth socialization. Although theoretically expected reciprocal associations between changes in maladaptive parenting and adolescent peer victimization exist, there is a lack of studies that examine this link and address the mediating mechanisms at the within-person level. This longitudinal study examined reciprocal relations between peer victimization and two types of maladaptive parenting including harsh punishment and psychological control, and the potential mediating roles of internalizing and externalizing problems within these relations, by disentangling between- and within-person effects. A total of 4,731 Chinese early adolescents (44.9% girls; M age = 10.91 years, SD = 0.72) participated in a four-wave longitudinal study with 6-month intervals. The results of random intercept cross-lagged panel modeling showed: (a) harsh punishment did not directly predict peer victimization, and vice versa; (b) psychological control directly predicted peer victimization, and vice versa; (c) psychological control indirectly predicted peer victimization via internalizing problems, and peer victimization also indirectly predicted psychological control via internalizing problems. These findings provide evidence of a bidirectional spillover effect between psychological control and peer victimization at the within-person level, suggesting Chinese early adolescents may become caught in a vicious cycle directly or indirectly via their internalizing problems.

Children’s self-rated lunchroom likability and peer victimization

Previous research has shown that peer acceptance in the school lunchroom is significantly linked with children’s level of peer victimization (Craig et al., 2016). We replicated and extended the work of Craig and colleagues’ using prospective data and cross-lagged panel analyses to test whether a self-report measure of lunchroom peer acceptance predicted children’s peer victimization experiences. Participants were 676 fourth-grade students (50.7% female; 42.7% Hispanic/Latinx, 30.3% White, 10% Pacific Islander, 7.8% bi/multiracial, 2.2% American Indian, 2.2% Black, 1.9% Asian, and 2.9% other). Results indicated self-rated lunchroom peer acceptance in the fall negatively predicted peer victimization in the spring, after controlling for children’s social preference scores. However, peer victimization in the fall did not predict self-rated lunchroom likability in the spring. Discussed are implications for lunchroom-based interventions designed to reduce the risk of peer victimization.

Predicting the severity of peer victimization and bullying perpetration among youth with interpersonal problems: A 6-month prospective study.

Peer victimization is prevalent and associated with adverse outcomes. In this prospective study of youth who self-reported interpersonal problems, we examined school connectedness, school behavioral difficulties, academic difficulties, and internalizing problems (social anxiety, self-esteem, depression) as predictors of peer victimization and bullying perpetration severity. We also examined the moderating effects of gender. Participants were 218 youth (66.5% female), ages 12-15 years (M = 13.5, SD = 1.1), who screened positive for peer victimization, bullying perpetration, and/or low social connectedness using self-report measures. Youth were recruited from an emergency department in the United States as part of an intervention trial. Youth identified primarily as African American (53.7%) and Caucasian (31.7%). Youth completed a 6-month follow-up assessment (75% retention). Separate Bayesian regression models were used to examine the effects of baseline school connectedness, school behavioral difficulties, academic difficulties, and internalizing problems on the severity of 6-month peer victimization and bullying perpetration. Baseline depression was positively related to both peer victimization and bullying perpetration severity. Baseline behavioral problems were positively related to bullying perpetration severity. Interactions indicated that gender moderated the relationship between school connectedness and peer victimization. Given the adverse outcomes linked with peer victimization and bullying perpetration, an improved understanding of factors that predict victimization and perpetration severity may be helpful in defining intervention targets.

Prosocial Behavior and Teachers’ Attitudes Towards Bullying on Peer Victimization Among Middle School Students: Examining the Cross-Level Moderating Effect of Classroom Climate

In order to explore the effects of prosocial behavior, teacher’s attitudes towards bullying, and classroom climate on peer victimization, we collected data from 1,221 students (Mage = 13.60, SD = 0.88) from 47 classrooms and their teachers from three middle schools in Beijing, China. The hierarchical linear modeling was used to examine the effect of the classroom climate at both the individual and classroom levels, and the interactions between classroom climate and students’ prosocial behavior, as well as student perceptions of teachers’ attitudes towards bullying. Results showed that prosocial behaviors, teachers’ negative attitudes towards bullying, and authoritative classroom climate (at both individual and classroom levels) predicted less peer victimization. We also found significant cross-level interactions (classroom climate * student perceptions of teachers’ attitudes towards bullying and classroom climate * prosocial behavior) in predicting peer victimization. Specifically, student perceptions of teachers’ attitudes predicted peer victimization only when the overall authoritative classroom climate was high, or when the classroom-level teacher support was high. Students’ prosocial behavior only predicted peer victimization when there was less peer support in the classroom. These findings shed light on the intricate interplay between individual level and classroom level protective factors on peer victimization among Chinese middle school students. Impact Statement This is the first study examining classroom climate and its interaction with prosocial behavior and teachers’ attitudes towards bullying to predict victimization among Chinese middle school students. Findings shed light on the intricate interplay between individual level and classroom level protective factors on peer victimization among Chinese middle school students.

Associations between poor gross and fine motor skills in pre-school and peer victimization concurrently and longitudinally with follow-up in school age - results from a population-based study.

Children with poor motor skills are at increased risk of peer victimization. However, it is unclear whether poor gross and fine motor skills are differently linked to peer victimization among pre-school and schoolchildren. To investigate associations between poor gross and fine motor skills measured in pre-school and the associations to peer victimization measured concurrently and in school age. Data from the Norwegian Mother, Father and Child Cohort Study (MoBa), and the Medical Birth Registry of Norway were used. Participants with complete questionnaires at 3, 5, and 8 years (n = 23 215) were included. A longitudinal design and an autoregressive cross-lagged model were used to investigate if poor gross and fine motor skills at 3 and 5 years predicted peer victimization at 5 and 8 years. Because emotional difficulties are associated with both motor skills and peer victimization, the results were adjusted for emotional difficulties. Only poor fine motor skills at 3 years had a significant association to peer victimization at 5 years. Poor gross motor skills at 5 years had a stronger association to peer victimization measured concurrently compared to poor fine motor skills, and only poor fine motor skills at 5 years was significantly linked to peer victimization at 8 years. No gender difference was found between these paths. Teachers and parents should be aware that motor skills predict peer victimization, and that poor gross and fine motor skills have different associations to peer victimization measured at different ages.

Reciprocal longitudinal relations between peer victimization and mobile phone addiction: The explanatory mechanism of adolescent depression

IntroductionBeing victimized by peers has been shown to be associated with a range of adolescent problems, including mobile phone addiction (MPA). Although being victimized is assumed to lead to problem behavior, the reverse could also occur. In this longitudinal study we tested the reciprocal effects of victimization and MPA, taking into account the role of adolescent depression in these effects. MethodsThe sample included 1987 adolescents from middle schools in Guangdong and Shandong Provinces, China (56.10% male; Mage at Wave 1 = 12.32). Three waves of questionnaire data were collected at half-year intervals during the transition from 7th to 8th grade. Cross-lagged models were adopted for data analysis. ResultsPeer victimization at W1/W2 predicted MPA at W2/W3, and the inverse relation was also significant: MPA at W1/W2 positively predicted peer victimization at W2/W3. Furthermore, the bidirectional association between peer victimization and MPA was mediated by adolescent depression. ConclusionsThis is the first longitudinal study on the relation between MPA and associated problems. Victimization by peers and MPA appear to have mutual influences over time that are explained in part by adolescent depression. The results have potential applied value for promoting adolescent adjustment.

Relations Among Peer Victimization, Aggression, and School Climate Among Elementary School Students in China

Peer victimization in schools is a growing concern in China, linked to increased emotional difficulties and behavioral difficulties. A positive school climate may serve as a protective factor against both peer victimization and its adverse outcomes. This study examined the longitudinal relations between peer victimization, aggression, and school climate by examining self-report survey data collected from 800 3rd to 6th-grade students (M age= 9.87 years, SD = 1.15 years) from five elementary schools in China over six months. Path analysis results indicated that peer victimization at Time 1 (T1) significantly predicted aggression at Time 2 (T2), while aggression at T1 did not predict peer victimization at T2. Furthermore, a positive school climate at T1 buffered the positive relation between peer victimization at T1 and aggression at T2. These findings have important implications for peer victimization prevention and school climate promotion in China. Impact Statement This study contributes to the literature by identifying the relation between victimization and later aggression among Chinese elementary school students. Results showed that school climate buffered the association between victimization and later aggression. It is important to promote positive school climate to support students who experience peer victimization.

Social wariness, preference for solitude, and peer difficulties in middle childhood: A longitudinal family-informed study.

The present study examined, within a longitudinal family-informed design and across middle childhood, the predictive associations between preference for solitude and social wariness, two forms of social withdrawal, and peer difficulties. Specifically, preference for solitude, rather than social wariness, was expected to predict peer victimization and rejection, two aspects of peer difficulties. A total of 1,014 children from the Quebec Newborn Twin Study were assessed by teachers and peers at ages 6, 7, and 10 years. Multilevel analyses conducted across three levels, between family, within family, and within person, revealed that preference for solitude, rather than social wariness, increased the risk for peer difficulties in terms of both peer victimization and peer rejection. Specifically, preference for solitude was systematically associated with peer rejection starting at age 6 years and became progressively associated with peer victimization over time. This pattern was found both between and within families. In addition, the predictive association with peer rejection was found within genetically identical, monozygotic twin pairs, suggesting that this predictive association existed after taking into account genetic vulnerabilities. Social wariness was systematically unrelated to peer difficulties. These findings suggest that preference for solitude, rather than social wariness, is a risk factor for peer difficulties. They underscore the relevance of distinguishing these dimensions of social withdrawal and illustrate the usefulness of a family-informed design to document the processes underlying childhood social adjustment. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Revealing the Transactional Associations among Teacher-Child Relationships, Peer Rejection and Peer Victimization in Early Adolescence.

Peer victimization is a persistent problem in early adolescents' peer relationships that is related to various difficulties in the short and long run. Previous studies have investigated whether relationships with peers and teachers predict victimization, but to date, few studies have examined the simultaneous contribution of both classroom-based relationships to victimization over time. Therefore, this study investigated how peer rejection and teacher-child relationships uniquely predict peer victimization over the course of one school year in upper elementary school. The transactional associations among teacher-child relationships, peer rejection, and relational and physical victimization were examined in a sample of 692 children (36 classes; Mage = 10.28; range: 7.92-13.14; 48.4% female). Teacher-child relationship quality and peer victimization were measured by student self-report, peer rejection by peer-report. Cross-lagged analyses showed that rejection predicted victimization from wave 1 to wave 2. In turn, more victimization predicted more rejection throughout the whole school year. More supportive teacher-child relationships predicted less victimization. Additionally, more victimization (wave 1) predicted less supportive relationships with teachers (wave 2). Peer rejection and teacher-child relationships were found to have unique, additive effects on victimization in early adolescence over time. Therefore, to effectively intervene in victimization processes, relationships with both peers and teachers need to be considered.

Developmental pathways of perfectionism: Associations with bullying perpetration, peer victimization, and narcissism

Although socially prescribed perfectionism has been associated with psychosocial difficulties, its longitudinal associations with adolescent bullying perpetration, peer victimization, and narcissism remain unknown. We examined these links in a sample of 577 adolescents assessed annually on six occasions (Grades 7–12; mean age 13.02 (SD = 0.38) in Grade 7) using autoregressive cross-lagged path analyses. Results indicated that socially prescribed perfectionism positively predicted peer victimization across multiple time points, and positively predicted bullying perpetration across one time point. Peer victimization negatively predicted narcissism across two time points, whereas narcissism positively predicted bullying perpetration across one time point. Socially prescribed perfectionism also positively predicted narcissism across two time points. Finally, socially prescribed perfectionism was negatively indirectly associated with narcissism through victimization. Findings support that adolescent perfectionism can result in negative psychosocial outcomes, in particular peer victimization. Results also highlight that pathways of perfectionistic tendencies can manifest into different psychosocial outcomes.

Emotion regulation accounts for the relation between ADHD and peer victimization

Children with attention-deficit/hyperactivity disorder (ADHD) often experience higher rates of emotion regulation deficits and peer victimization relative to unaffected children; however, few studies have examined the extent to which emotion regulation is associated with peer victimization among children with ADHD. The current study proposed a model whereby ADHD was directly and indirectly related to peer victimization through emotion regulation, and that emotion regulation directly predicted peer victimization above and beyond the effect of ADHD. Two hundred ten children (133 ADHD, 77 non-ADHD) enrolled in the present study. Parents completed measures to assess ADHD diagnostic status, and parents and children completed measures of emotion regulation and peer victimization. Model testing strongly supported the direct association of emotion regulation on peer victimization for children with and without ADHD, and also provided support for an indirect effect of ADHD on peer victimization through emotion regulation. Using a multi-informant approach, the current study demonstrated that emotion regulation directly effects peer victimization among children with and without ADHD and indirectly effects the relation between ADHD and peer victimization. For all children, the inability to regulate and cope with emotions appears to play a powerful role in the frequency with which they experience peer victimization, and for children with ADHD, increased rates of peer victimization are likely attributable to co-occurring deficits in emotion regulation.

Patterns of Sibling Victimization as Predictors of Peer Victimization in Childhood and Adolescence

We document four patterns of sibling victimization (Persist, New, Desist, and None) across two time points and their association with peer victimization at time two and whether these linkages are apparent in early childhood, middle childhood and adolescence. A telephone survey (N = 1653) was conducted with a nationally representative sample of U.S. parents with children (age 3–9) and adolescents (age 10 to 17). The four patterns differed by age, gender, ethnicity and parent education levels but not family structure. The Persist, New and Desist sibling victimization patterns were associated with a greater likelihood of peer victimization. Sibling victimization patterns were unrelated to peer victimization in early childhood but predictive of peer victimization in middle childhood and adolescence. Findings showed that sibling victimization leaves children and adolescents vulnerable to peer victimization. Children and adolescents who experienced chronic sibling victimization (Persist group) were particularly vulnerable to peer victimization. Eliminating sibling victimization could reduce peer victimization in middle childhood and adolescence.

Relation between internalizing behaviors, externalizing behaviors, and peer victimization among children with and without ADHD.

The current study explored the concurrent and longitudinal association between internalizing behaviors, externalizing behaviors, and peer victimization among children with and without ADHD. Eighty children (42 ADHD, 38 non-ADHD) ages 8-12 participated in the present study conducted over a 6-month period. During the baseline session, parents completed a structured diagnostic interview and the Vanderbilt ADHD Parent Rating Scale to determine whether their child met criteria for ADHD, and the Child Behavior Checklist (CBCL) to assess their child's internalizing and externalizing behaviors; children completed the Perception of Peer Support Scale (PPSS) to assess experiences of peer victimization. At the 6-month follow-up session, parents completed the CBCL and children completed the PPSS. Concurrently, internalizing behaviors were associated with peer victimization among children with and without ADHD; ADHD moderated this relation, such that internalizing behaviors were more strongly related to peer victimization among children with ADHD. Longitudinally, internalizing behaviors at baseline predicted peer victimization at 6-month follow-up; however, further analyses demonstrated there was a covarying change in internalizing behaviors and peer victimization. These findings suggest internalizing behaviors are related to peer victimization concurrently, and over time, and are associated with increased risk for peer victimization in the presence of ADHD. Additionally, internalizing behaviors and peer victimization appear to share a dynamic relationship; that is, decreases in internalizing behaviors predict similar decreases in peer victimization. No significant relations were observed between externalizing behaviors and peer victimization. Implications and limitations are discussed.

Anger Inhibition Moderates the Link Between Parental Psychological Control and Peer Victimization

Studies examining the link between psychological control and peer victimization are limited. The current study extends knowledge of the role of parental psychological control in predicting children’s experiences of peer victimization by longitudinally evaluating the moderating role of emotion inhibition. Gender differences in this effect were also examined. Third-grade and fourth-grade students (N = 177) completed measures at baseline and a 1-year follow-up that assessed demographics, peer victimization, parental psychological control, and anger and sadness inhibition. Parental psychological control predicted peer victimization over a 1-year period, and this relation depended on levels of anger inhibition. That is, at high levels of anger inhibition (+1 SD), parental psychological control showed no associations with peer victimization over time, whereas, at low levels of anger inhibition (−1 SD), parental psychological control was associated with increases in peer victimization. Results were similar across gender. Clinical implications and future directions are discussed.

Academic and Extracurricular Predictors of Peer Victimization: Evidence of Similarities Across Diverse Racial and Ethnic Categories

ABSTRACTScholars of aggression in educational settings have long been interested in studying sanctions against academic achievement. Though many studies focus on minority students’ experiences, research has not tested the relationship between academic success and peer victimization within individual groups of students that are representative of the United States’ racial and ethnic diversity. The same can be said of studies of extracurricular activities and peer victimization, despite the academic involvement and enrichment those activities entail. This study examines how academic success and extracurricular activities impact the risk of being victimized by peers through verbal, physical, and other bullying-related incidents. Further, this relationship is compared across four racial/ethnic categories (Asian, Black, Hispanic, White). The study analyzes data from the most recent racially diverse and nationally representative education data set (the 2002 Education Longitudinal Study) to do so. Multilevel regression analyses indicate that participation in academic extracurricular activities and academic effort put students at increased risks for victimization. White students’ victimization helps to account for these relationships. The findings not only provide evidence of stigma against academically enriching activities, but also provide additional evidence against the assumption that only marginalized minority groups are stigmatized for academic effort and involvement.

Continued Bullying Victimization from Childhood to Young Adulthood: a Longitudinal Study of Mediating and Protective Factors.

Bullying in schools has severe consequences for victims' adjustment. It is unclear, however, whether victims of school bullying continue to be victimized in other contexts during adulthood. Mediating processes through which peer victimization in school increases the risk of revictimization in adulthood, as well as protective factors, also need to be explored. This study examined 1) the longitudinal association between peer victimization in school and victimization at work during young adulthood, 2) the predictive link of reactive and proactive aggression and anxious-withdrawn behavior in childhood with victimization in school and at the workplace, 3) the potential mediating role of depression symptoms, and 4) the potential protective effect of friendship support. The study included 251 participants (61% females) followed from age 12 to age 22. Participants reported about their victimization in school from ages 12 to 17 and their workplace victimization at age 22. They also reported about their depression-related thoughts and feelings and about friendship support. Teachers rated reactive and proactive aggression and anxiety-withdrawal at age 12. Structural equation modeling revealed that anxiety-withdrawal at age 12 predicted peer victimization in school, which in turn predicted later victimization at work. The latter association was partially mediated by increased depression symptoms. However, friendship support counteracted (via a main effect) the link between school victimization and subsequent depression symptoms. Bullying victims may benefit from interventions aimed at reducing depression symptoms and fostering social skills to establish supportive friendships to help avoid the generation of new interpersonal stress such as workplace victimization in adulthood.