Positive Youth Development and Being Bullied in Early Adolescence: A Sociocultural Analysis of National Cohort Data

Autor/inn/en	D'Urso, Giulio; Symonds, Jennifer; Pace, Ugo
Titel	Positive Youth Development and Being Bullied in Early Adolescence: A Sociocultural Analysis of National Cohort Data
Quelle	In: Journal of Early Adolescence, 41 (2021) 4, S.577-606 (30 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (D'Urso, Giulio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431620931199
Schlagwörter	Correlation; Bullying; Gender Differences; Risk; Longitudinal Studies; Structural Equation Models; Teacher Student Relationship; Trauma; Family Relationship; Adolescent Development; Social Influences; Cultural Influences; Friendship; Poverty; Community Characteristics; Self Esteem; Personality; Foreign Countries; Elementary School Students; Measures (Individuals); Ireland + Suchen Sie Ihr Suchwort? Korrelation; Mobbing; Geschlechterkonflikt; Risiko; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teacher student relationships; Lehrer-Schüler-Beziehung; Sozialer Einfluss; Cultural influence; Kultureinfluss; Freundschaft; Armut; Self-esteem; Selbstaufmerksamkeit; Personalität; Ausland; Messdaten; Irland
Abstract	In the current study, we investigated the developmental dynamics between positive youth development, being bullied in adolescence, gender, and sociocultural risk factors. Participants were 3,509 males (49%) and 3,656 females (51%) studied longitudinally across the ages of 9, 13, and 17 years in the Growing Up in Ireland study. Using structural equation modeling, we discovered that being bullied in early adolescence was most strongly predicted by having fewer close friends, higher family poverty, and living in neighborhoods with higher levels of disorder. However, the social disadvantage of a young person's school did not impact being bullied. More positive reports of connection and caring in early adolescence were negatively predicted by neighborhood disorder and family poverty, and being female had positive association with relationships with teachers. Developing confidence, competence, and character in late adolescence was notably related to having fewer experiences of family trauma and transitions in childhood and to having higher levels of rapport with parents in early adolescence. The results highlight the importance of studying relationships and psychological development in sociocultural context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01