Peer rejection of victimized early adolescents: Protective effects of classroom defending

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68081740%3A_____%2F19%3A00523522" target="_blank" >RIV/68081740:_____/19:00523522 - isvavai.cz</a>

Result on the web

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DOI - Digital Object Identifier

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Result language

angličtina

Original language name

Peer rejection of victimized early adolescents: Protective effects of classroom defending

Original language description

Peer rejection has been found an important negative consequence of victimization in bullying incidents, but little is known about what characteristics of classroom ecology buffer the effects of victimization on peer rejection. To expand the existing knowledge, the present study aimed to elucidate whether classroom defending attenuate peer rejection of victimized students. To examine whether victims of bullying get less rejected by peers in classrooms with high levels of defending, we predicted peer rejection increase (between Time 1 and Time 2) from status and changes of victimization and classroom defending, along with their interactions. A sample of 751 early adolescents was assessed at two time points. The participants (50.6% girls, Mage at Time 1= 12 years and 11 months, SD = 5 months) attended 39 classrooms of 20 randomly selected schools. Participants filled out a set of valid and reliable peer-report and self-report instruments at the beginning of their seventh grade and after a six-month interval. Two-level models (with students and classrooms as the levels) showed that victimization at Time 1 and victimization increase had positive main effects on peer rejection increase. Our primary hypotheses were only partially confirmed. The interactive effect between victimization at Time 1 and classroom defending at Time 1 failed to reach statistical significance. However, a significant interactive effect between victimization increase and classroom defending increase suggested that students whose victimization increased were less rejected in classrooms where this process was accompanied by increase in classroom levels of defending. The results suggest that adverse consequences of victimization for status among peers can be attenuated by favorable classroom context, specifically by high levels of defending victimized peers. The outcomes support the importance of anti-bullying programs that aim to encourage defending.

Czech name

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Czech description

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Type

O - Miscellaneous

CEP classification

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OECD FORD branch

50101 - Psychology (including human - machine relations)

Project

<a href="/en/project/GA18-09443S" target="_blank" >GA18-09443S: Teachers' perspectives on peer exclusion among adolescents</a><br>

Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2019

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů