Patterns and Pathways of Peer Victimization across the Transition to Middle School

Autor/inn/en	Monachino, Christina; Splett, Joni W.; Shen, Zuchao; Cornett, Sara; Halliday, Colleen A.; Weist, Mark D.
Titel	Patterns and Pathways of Peer Victimization across the Transition to Middle School
Quelle	In: School Psychology Review, 50 (2021) 2-3, S.420-440 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.1080/2372966X.2021.1904792
Schlagwörter	Peer Relationship; Victims; Bullying; Interpersonal Relationship; Verbal Communication; Aggression; Instructional Program Divisions; Age Differences; Gender Differences; Racial Differences; Ethnicity; Middle School Students; Students with Disabilities; Prevention; Cultural Relevance; Intervention; Student Adjustment; Early Adolescents; Grade 4; Grade 5; Grade 6; Elementary School Students + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Victim; Opfer; Mobbing; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Rassenunterschied; Ethnizität; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Disability; Disabilities; Studentin; Behinderung; Prävention; Vorbeugung; Adjustment; Adaptation; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	Peer victimization is a widespread and heterogeneous phenomenon, especially during the transition to middle school, and is associated with numerous negative consequences. However, previous research is limited by variable-centric analyses and data manipulations that either fail to capture or mask the complexity of peer victimization many students experience. We used person-centered analyses with continuous variables to detect patterns of peer victimization in a longitudinal sample from Grades 4 (n = 1,349), 5 (n = 1,352), and 6 (n = 1,098). We found five distinct profiles varying by victimization severity (i.e., none, some, pervasive) and form (i.e., relational, verbal, and physical) in each grade level. Female students and Black/African American students experience greater relational victimization during the middle school transition than their male or White peers, respectively, while students with disabilities experience all forms of victimization at greater levels than their non-disabled peers. Study limitations, future research, and practice implications are discussed, including the need for culturally responsive and victimization form-specific prevention and intervention strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01