Peer Victimization and School Safety: The Role of Coping Effectiveness

Autor/inn/en	Harper, Christopher R.; Parris, Leandra N.; Henrich, Christopher C.; Varjas, Kris; Meyers, Joel
Titel	Peer Victimization and School Safety: The Role of Coping Effectiveness
Quelle	In: Journal of School Violence, 11 (2012) 4, S.267-287 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-8220
DOI	10.1080/15388220.2012.706876
Schlagwörter	School Safety; Coping; Data Analysis; Victims; Bullying; Peer Relationship; Urban Schools; Middle School Students; Early Adolescents; Student Surveys; Educational Environment; Racial Differences; African American Students; White Students + Suchen Sie Ihr Suchwort? Bewältigung; Auswertung; Victim; Opfer; Mobbing; Peer-Beziehungen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerbefragung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Rassenunterschied; African Americans; Afroamerikaner; Studentin
Abstract	Peer victimization is a documented antecedent of poor mental health outcomes for children and adolescents. This article explored the role of coping effectiveness in the association between victimization and perceived school safety. A sample of urban middle school students (N = 509) in the southeastern United States were surveyed regarding victimization, coping behaviors, and school climate. Data analysis were conducted in Mplus (Version 6.1) with a Bayesian analytic approach that allowed for incorporation of findings from a previous study using comparable measures (Varjas, Henrich, & Meyers, 2009). The findings supported a hypothesized buffering effect of coping effectiveness on the association between victimization and school safety. Unexpectedly, there was a suppressing indirect effect of coping effectiveness on the association between victimization and safety. These findings are discussed in terms of the importance of participatory action models of research and understanding developmental trends in children's coping behavior. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10