The Influence of School Transition Experiences on Peer Victimization and Bullying Perpetration

2014 ◽  
Author(s):  
Weijun Wang ◽  
Heather L. Brittain ◽  
John D. Haltigan ◽  
Tracy Vaillancourt
Keyword(s):  
Peer Victimization ◽  
School Transition ◽  
Bullying Perpetration ◽  
Transition Experiences

scholarly journals Do Family-Level Factors Associated With Bullying Perpetration and Peer Victimization Differ by Race? Comparing European American and African American Youth

2017 ◽  
Vol 35 (21-22) ◽  
pp. 4327-4349 ◽  
Author(s):  
Jun Sung Hong ◽  
Bee Ryou ◽  
Alex R. Piquero
Keyword(s):  
African American ◽  
Peer Victimization ◽  
Parental Monitoring ◽  
African American Youth ◽  
Family Satisfaction ◽  
European American ◽  
Bullying Perpetration ◽  
European Americans ◽  
Family Level ◽  
Being Bullied

Patterns of—and correlates associated with—bullying perpetration and peer victimization have received widespread research attention. Somewhat less research has considered how protective factors in the parental domain help to buffer against both adverse behaviors. And perhaps more importantly, even less research has considered potential racial differences in the manner in which family-level variables relate to both bullying perpetration and peer victimization. Using a nationwide sample of adolescents, the present study examines (a) how parent/guardian support, mother’s parental monitoring, father’s parental monitoring, and family satisfaction buffer against bullying perpetration and peer victimization; and (b) whether these relationships vary across race. Data are derived from the 2009 to 2010 Health Behavior in School-Aged Children study in the United States. A total of 8,998 adolescents were included in the study sample, which consisted of 6,521 European Americans and 2,477 African Americans. Findings show that both European American and African American youth who received parental/guardian support were less likely to report being bullied. Among both African American and European American sub-samples, results showed that mother’s parental monitoring was negatively associated with both bullying perpetration and peer victimization. Father’s parental monitoring was negatively associated with peer victimization and bullying perpetration for European Americans only. Both European and African American youth who reported being satisfied with their family were less likely to report being bullied while European American youth who reported higher family satisfaction were less likely to engage in bullying. In sum, several family variables help to buffer against both bullying perpetration and peer victimization, but for the most part these relationships are race-invariant.

School ethnic composition and bullying in Canadian schools

2016 ◽  
Vol 40 (5) ◽  
pp. 431-441 ◽  
Author(s):  
Irene Vitoroulis ◽  
Heather Brittain ◽  
Tracy Vaillancourt
Keyword(s):  
Ethnic Minority ◽  
Peer Victimization ◽  
Hierarchical Linear Modeling ◽  
Ethnically Diverse ◽  
Ethnic Composition ◽  
School Level ◽  
Linear Modeling ◽  
Bullying Perpetration ◽  
General Physical ◽  
School Ethnic Composition

Bullying in ethnically diverse schools varies as a function of the ethnic composition and degree of diversity in schools. Although Canada is highly multicultural, few researchers have focused on the role of context on ethnic majority and minority youths’ bullying involvement. In the present study, 11,649 European-Canadian/ethnic majority (77%) and non-European Canadian/ethnic minority (23%) students in Grade 4 to Grade 12 completed an online Safe Schools Survey on general, physical, verbal, social, and cyber bullying. Hierarchical Linear Modeling (HLM) analyses indicated significant interactions between the proportion of non-European Canadian children in a school (Level 2) and individual ethnicity (Level 1) across most types of bullying victimization. Non-European Canadian students experienced less peer victimization in schools with higher proportions of non-European Canadian students, but ethnic composition was not related to European Canadian students’ peer victimization. No differences in bullying perpetration were found as a function of school ethnic composition across groups. Our findings suggest that ethnic composition in Canadian schools may not be strongly associated with bullying perpetration and that a higher representation of other ethnic minority peers may act as a buffer against peer victimization.

scholarly journals Caught in a vicious cycle? Explaining bidirectional spillover between parent-child relationships and peer victimization

2019 ◽  
Vol 32 (1) ◽  
pp. 11-20 ◽  
Author(s):  
Tessa M. L. Kaufman ◽  
Tina Kretschmer ◽  
Gijs Huitsing ◽  
René Veenstra
Keyword(s):  
Depressive Symptoms ◽  
Peer Victimization ◽  
Peer Relationships ◽  
Spillover Effects ◽  
Parental Rejection ◽  
Bullying Perpetration ◽  
Random Intercept ◽  
Spillover Theory ◽  
Children’S Social Anxiety ◽  
Parent Child

AbstractRelationships with parents and peers are crucial for children's socialization, but how parent–child and peer relationships mutually affect each other is not well understood. Guided by spillover theory, we zoomed in on the bidirectional interplay between parental rejection and warmth on the one hand and peer victimization on the other, and examined whether children's maladjustment symptoms mediated hypothesized cross-domain spillover effects. Data stem from five waves of the longitudinal KiVa study among 9,770 children (50% boys; mean age = 9.16, standard deviation = 1.29). Results from random intercept cross-lagged panel models showed that higher parental rejection and lower parental warmth predicted increases in peer victimization and vice versa across waves, thus supporting the bidirectional model. Moreover, spillover from parent–child rejection and warmth to peer victimization was partially driven by children's depressive symptoms and bullying perpetration. Vice versa, spillover from peer victimization to parent–child rejection and warmth was partially driven by children's social anxiety, depressive symptoms, conduct problems, and bullying perpetration. Thus, children might get caught in persistent problems in two important social domains, and these two domains influence each other through children's maladjustment. Family and school interventions should be integrated to prevent a downwards spiral.

Sign in / Sign up

Export Citation Format

Share Document