Concurrent and Short-Term Longitudinal Associations between Peer Victimization and School and Recess Liking during Middle Childhood

Autor/inn/en	Boulton, Michael J.; Chau, Cam; Whitehand, Caroline; Amataya, Kishori; Murray, Lindsay
Titel	Concurrent and Short-Term Longitudinal Associations between Peer Victimization and School and Recess Liking during Middle Childhood
Quelle	In: British Journal of Educational Psychology, 79 (2009) 2, S.207-221 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1348/000709908X336131
Schlagwörter	Student Adjustment; Social Adjustment; Social Isolation; Grade 4; Grade 5; Grade 6; Longitudinal Studies; Victims of Crime; Foreign Countries; Bullying; Measures (Individuals); Interviews; Prediction; Peer Groups; United Kingdom + Suchen Sie Ihr Suchwort? Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Soziale Anpassung; Soziale Isolation; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Victim; Victims; Crime; Opfer; Verbrechen; Ausland; Mobbing; Messdaten; Interviewing; Interviewtechnik; Vorhersage; Gleichaltrigengruppe; Peer Group; Großbritannien
Abstract	Background: Prior studies outside of the UK have shown that peer victimization is negatively associated with school adjustment. Aims: To examine concurrent and short-term longitudinal associations between peer victimization (physical, malicious teasing, deliberate social exclusion, and malicious gossiping) and two measures of school adjustment (school liking and recess liking), and test if these associations were moderated by year and sex. Sample: A UK sample of 429 pupils in Years 4, 5, and 6 (Grades 3, 4, and 5, respectively, in USA) participated in the Autumn/Winter (Time 1) and 189 of these provided follow-up data during the Spring/Summer (Time 2) of the same school year. Method: Peer nominations of victimization, and self-reports of school adjustment were collected in individual and small group interviews. Results: At time 2 (but not Time 1), victimization predicted concurrent school liking among year 6 pupils but not among year 4/5 pupils, and victimization predicted recess liking among all pupils. Victimization also predicted changes in School liking among boys (not girls) and among Year 6 (not Year 4/5) pupils, and victimization predicted changes in recess liking among all pupils. Conclusions: The associations between victimization and poor school adjustment found elsewhere were replicated with this British sample. The implications of these results for children's social adjustment at school were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10