Peer Victimization and Social-Emotional Functioning: A Longitudinal Comparison of Students in General and Special Education

Autor/inn/en	O'Brennan, Lindsey M.; Waasdorp, Tracy E.; Pas, Elise T.; Bradshaw, Catherine P.
Titel	Peer Victimization and Social-Emotional Functioning: A Longitudinal Comparison of Students in General and Special Education
Quelle	In: Remedial and Special Education, 36 (2015) 5, S.275-285 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932515575615
Schlagwörter	Longitudinal Studies; Victims; Peer Relationship; Social Development; Emotional Response; Special Education; Student Behavior; Comparative Analysis; Student Characteristics; Institutional Characteristics; Kindergarten; Grade 1; Grade 2; Elementary School Students; Statistical Analysis; Behavior Problems; Self Control; Attention; At Risk Students; Bullying; Educational Environment; Aggression; Racial Differences; Age Differences; Teacher Surveys; Check Lists; Gender Differences; Maryland + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Victim; Opfer; Peer-Beziehungen; Soziale Entwicklung; Emotionales Verhalten; Special needs education; Sonderpädagogik; Sonderschulwesen; Student behaviour; Schülerverhalten; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Statistische Analyse; Selbstbeherrschung; Aufmerksamkeit; Mobbing; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Rassenunterschied; Age; Difference; Age difference; Altersunterschied; Checkliste; Geschlechterkonflikt
Abstract	The present longitudinal study used a social-ecological framework to explore the extent to which peer victimization and aggression were associated with changes in concentration problems and emotion regulation among elementary students in general versus special education, while accounting for student demographics and school contextual factors. Data come from a multilevel, longitudinal dataset including 7,314 students (kindergarten through Grade 2) across 37 elementary schools. Multilevel analyses indicated that on average, students in special education had worse trajectories, including higher concentration problem scores and lower emotion regulation skills over time than students in general education. Children who were victimized and in special education displayed significantly more concentration problems and worse emotion regulation skills at baseline as compared with other students. The findings highlight the risks associated with prolonged victimization among children in special education. Implications for prevention programming targeting social-emotional functioning and special education populations are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01