An Integrative Review of Cross-National Comparisons of Verbal, Relational, and Physical Peer Victimization: Gender Differences, Paradoxical Anti-Bullying Attitudes, and Well-Being

Current victimization studies and meta-analyses are based mainly on a unidimensional perspective in a few developed OECD countries. This provides a weak basis for generalizability over multiple victimization (relational, verbal, physical) components and different countries. We test the cross-national generalizability (594,196 fifteen-year-olds; 77 countries) of competing victimization models. In support of our three-component model, differentiating the multiple components of victimization facilitated understanding: gender differences (girls experience less physical and verbal victimization and stronger anti-bullying attitudes, but relational differences are small); paradoxical anti-bullying attitudes (physical victims have less –not more--anti-bullying attitudes); and well-being (policy/practice focuses primarily on physical victimization, but verbal and relational victimization effects are larger). These key findings provide theoretical advances with implications for policy, practice, and intervention.

Early co-occurrence of peer victimization and aggression

An accelerated longitudinal research design was used to examine heterogeneity in the developmental co-occurrence of peer relational victimization and aggression and of peer overt victimization and aggression from age 4.5 to 10.5 years. Data were gathered from four cohorts of children in kindergarten to Grade 3 (N = 503) on six occasions across 2 years. Psychopathology, peer, and social–cognitive factors were examined as predictors of the joint trajectories. Sequential process latent growth mixture models identified four distinct subgroups for the relational trajectories (co-occurring increasing aggression, co-occurring increasing victimization, high chronic victimization, typical low risk) and four distinct subgroups for the overt trajectories (co-occurring decelerating aggression, high chronic victimization, moderate chronic victimization, typical low risk). Membership in the co-occurring trajectories was associated with psychopathology and membership in the chronic victimization trajectories was related to internalizing and social–cognitive problems but also peer likeability.

Virtual and reality: risk and protective factors of cyber and offline relational victimization

Background Cyber victimization (CV) and offline relational victimization (ORV) both impede adolescent development and might pose self-harm or suicide. The aim of this work is to examine the risk and protective factors of the two experiences across gender. Methods A total of 1,712 junior and senior high school students who came from 34 schools randomly sampled from northern Taiwan. The study included multi-facet supports (i.e. maternal, paternal, grandparent, peer, and teacher supports), positive and negative peer connections, smartphone addiction and family characteristics (i.e. parental marital status and self-perceived financial status) as predictors. Results 10.3% of the participants reported CV more than once (56.8% girls) and 35.2% of them reported ORV more than once (52.4% girls) in the last three months. Results of logistic regression models showed that smartphone addiction positively related to CV (boys: OR = 1.3, 95% CI = 1.1-1.6; girls: OR = 1.6, 95% CI = 1.3-2.0) and ORV (boys: OR = 1.2, 95% CI = 1.1-1.4; girls: OR = 1.2, 95% CI = 1.1-1.3) regardless gender. Negative peer connection related to ORV only among boys (OR = 1.4, 95% CI = 1.7-1.7). Low-level self-perceived financial status related to having CV (OR = 2.8, 95% CI = 1.4-5.5) and ORV (OR = 2.0, 95% CI = 1.2-3.4) only among girls. Interestingly, paternal support is the only significant protective factor among three family supports. Paternal support negatively associated with CV (OR = 0.8, 95% CI = 0.6-0.9) and ORV of boys (OR = 0.8, 95% CI = 0.7-0.9) as well as ORV of girls (OR = 0.8, 95% CI = 0.6-0.9). Furthermore, teacher support negatively associated with girls' CV (OR = 0.8, 95% CI = 0.6-0.9) and boys' ORV (OR = 0.8, 95% CI = 0.7-0.9). Conclusions The study identified a few gender-specific risk factors. For both gender, to prevent CV and ORV, supporting adolescents to avoid smartphone addiction is critical. Enhancing paternal support and teacher support can be effective in preventing adolescents' cyber and offline relational victimization. Key messages Paternal and teacher supports, rather than other sources of supports, are protective factors of cyber victimization and offline relational victimization among adolescents. Smartphone addiction, regardless of gender, not only positively associated with cyber victimization but also positively related to offline relational victimization.

Parsing apart affective dimensions of withdrawal: Longitudinal relations with peer victimization

The current study examined a bifactor model of affective dimensions of withdrawal. Specifically, a model which specified a general factor of anxious-avoidant withdrawal (i.e., withdrawal with negative affect), a specific factor of unsociability (i.e., withdrawal without negative affect), and a specific factor of negative affect without withdrawal was specified in the primary sample (n = 238, 56.3% boys, M age = 44.92 months, SD = 5.32 months) and a validation sample (n = 332, 52.6% boys, M age = 47.11 months, SD = 7.32 months). The model provided a good fit to the data in both samples. In the primary sample, longitudinal relations between the bifactor model and peer victimization were examined across three time points (Time 1 in the spring, Time 2 in the fall, and Time 3 in the spring). Results showed that negative affect without withdrawal was concurrently associated with higher levels of relational and physical victimization at T1, unsociability predicted reductions in relational victimization from T1 to T2 as children entered a new classroom, and anxious-avoidant withdrawal predicted reductions in relational and physical victimization from T2 to T3 as children acclimated to the new classroom. Developmental considerations and clinical implications are discussed.

Relational aggression and youth empowerment within a high school instrumental music program

Peer group effects of relational victimization and empowerment among high school instrumental music students were examined using a cross-sectional design. We evaluated the homophily hypothesis that states peer group membership influences individual-level relational aggression and feelings of empowerment. Peer groups were identified using social network analysis, suggesting that participation in marching band significantly impacts feelings of empowerment reducing self-reported relational victimization, even after controlling for gender, caring behaviors, and positive attitudes toward bullying. The impact of peer group membership suggests that future studies consider peer relations across whole school populations and subtypes of aggression.

Adolescents’ Cyber Victimization: The Influence of Technologies, Gender, and Gender Stereotype Traits

The purpose of the present study was to investigate the role of gender and gender stereotype traits (masculinity, femininity) in cyber victimization behaviors (cyber relational victimization, cyber verbal victimization, hacking) through different technologies (mobile phones, gaming consoles, social networking sites). There were 456 8th graders (226 females; M age = 13.66, SD = 0.41) from two midwestern middle schools in the United States included in this study. They completed questionnaires on their endorsement of masculine and feminine traits, and self-reported cyber victimization through different technologies. The findings revealed main effects of types of cyber victimization for boys and of technology for girls. In particular, boys with feminine traits experienced the most victimization by cyber verbal aggression, cyber relational aggression, and hacking when compared to the other groups of boys. Girls with feminine traits experienced the most cyber victimization through social networking sites, gaming consoles, and mobile phones in comparison to the other groups of girls. For girls with feminine traits, they reported more cyber relational victimization and cyber verbal victimization through mobile phones and social networking sites, as well as more hacking via social networking sites. Such findings underscore the importance of considering gender stereotype traits, types of victimization, and technologies when examining cyber victimization.

A mediation model for relational aggression, victimization, attachment, and depressive symptoms in Guam: A gender-informed approach

The present study examined the association between relational aggression and depressive symptoms, and the serial mediation of relational victimization and attachment insecurity in this association from a gender-informed approach. Participants consisted of 35 students (77% female; age: 18–25) for the pilot qualitative study and 206 students (68% female; age: 18–25) for the main quantitative study. Both sets of participants were recruited at the same public university in Guam. The qualitative data were transcribed verbatim and coded by three trained researchers (interrater agreement = 90%). From the qualitative data, several themes, such as relational aggression and victimization, physical aggression and victimization, negative affect and emotion, and culture emerged. All participants reported the use of relational aggression and showing negative emotions in a close relationship. Gender differences in the content of the themes were also found, such that relational aggression and victimization seemed to be more emotionally stressful for women than men. In line with these qualitative findings, the quantitative data showed that relational aggression was associated with depressive symptoms, and this association was mediated by relational victimization and attachment anxiety (not avoidance) only for women, while the contributions of physical aggression and victimization were controlled for. No direct and indirect links for physical aggression was evidenced. These findings are discussed from clinical, developmental and cultural perspectives.