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Longitudinal relationships between adolescents' life satisfaction and peer victimization and prosocial experiences were assessed. A total of 417 students in Grades 6–8 completed the Multidimensional Students' Life Satisfaction Scale (MSLSS: Huebner, 1994) and the Children's Social Experience Questionnaire – Self Report (SEQ‐SR: Crick & Grotpeter, 1996) on two occasions (Time 1 and Time 2), 1 year apart. The results revealed that Time 1 life satisfaction scores did not add to the prediction of Time 2 overt victimization scores but did add to the prediction of Time 2 relational victimization scores and prosocial experiences. Additionally, Time 1 overt victimization, relational victimization, and prosocial experiences did not significantly add to the prediction of Time 2 general life satisfaction. However, the predictive equations for Time 1 relational victimization and prosocial experiences approached significance, suggesting the possibility of bidirectional effects between life satisfaction and relational victimization and prosocial peer experiences. Most interestingly, lower levels of life satisfaction appeared to be a newly identified risk factor for two qualitatively distinct types of adverse peer relationships (relational victimization and lack of prosocial experiences). © 2008 Wiley Periodicals, Inc. 相似文献
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Shannon M. Suldo Cheryl D. Gelley Rachel A. Roth Lisa P. Bateman 《Psychology in the schools》2015,52(5):431-446
Modern definitions of complete mental health include both positive and negative indicators of psychological functioning. We examined the associations between peer relationships (victimization and receipt of prosocial acts) and multiple indicators of mental health that represent subjective well‐being (i.e., life satisfaction, positive and negative affect) and psychopathology (general internalizing symptoms and externalizing problems—aggressive behavior) among 500 high school students in Grades 9 to 11. Peer experiences explained the most variance in positive affect (R2 = 18%) and internalizing psychopathology (R2 = 19%). Different types of peer experiences drove these effects, with relational victimization particularly salient to internalizing psychopathology and prosocial acts by peers most predictive of positive affect. Moderation analyses indicated that peers’ prosocial acts did not serve a protective role in the associations between victimization and mental health. Instead, the presence of overt victimization negated the positive associations between prosocial acts and good mental health (high life satisfaction, low internalizing psychopathology). Understanding these associations illuminates the range of student outcomes possibly impacted by victimization and suggests that both limiting peer victimization and facilitating positive peer experiences may be necessary to facilitate complete mental health among high school students. 相似文献
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Overt and Relational Victimization: A Meta‐Analytic Review of Their Overlap and Associations With Social–Psychological Adjustment 
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下载免费PDF全文 This meta‐analytic review includes 135 studies, representing 17 countries, of child and adolescent (ages 4–17) samples of overt and relational peer victimization and examines the magnitude of overlap between forms of victimization and associations with five social–psychological adjustment indices. Results indicate a strong intercorrelation between forms of victimization ( = .72). No gender difference with regard to relational victimization was found, but boys were slightly higher in overt victimization. Overt victimization is more strongly associated with overt aggression; relational victimization is more strongly related to internalizing problems, lower levels of received prosocial behavior from peers, and relational aggression. Both forms are related to externalizing problems. Age and method of assessment were explored as potential sources of variability in effect sizes. 相似文献
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《Journal of College Counseling》2017,20(1):22-36
The authors examined the potential long‐term effects of peer victimization experiences during childhood on attachment quality in current adult relationships in a sample of 386 university students attending 2 northeastern universities. Findings included (a) no significant gender differences regarding verbal or relational peer victimization; (b) significant correlations between all forms of previous victimization; and (c) previous verbal and relational victimization predicting less stable adult attachments, with verbal victimization being more significant. 相似文献
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Allison G. Dempsey Michael L. Sulkowski Rebecca Nichols Eric A. Storch 《Psychology in the schools》2009,46(10):962-972
The increasing use of cyberspace as a social networking forum creates a new medium for youth to become victims of peer aggression. This study used factor analysis techniques to confirm whether survey questions about frequency of cyber victimization formed a distinct latent construct from questions about relational and overt victimization information in a large (N = 1,665) sample of middle school students. A secondary goal was to relate experiences of cyber victimization to symptoms of depression and social anxiety. Results indicate that cyber victimization is separate latent factor from overt and relational victimization. Experiences of cyber victimization were weakly associated with symptoms of social anxiety, but not depression. These results signify that cyber victimization deserves future empirical and clinical attention. © 2009 Wiley Periodicals, Inc. 相似文献
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《信阳师范学院学报(哲学社会科学版)》2017,(6):33-37
以390名大学生为被试,采用情绪智力量表、积极—消极情感量表和生活满意度量表考察大学生情绪智力与积极情感、消极情感和生活满意度的关系。结果表明:(1)情绪智力与积极情感和生活满意度呈显著正相关,与消极情感呈显著负相关;积极情感与生活满意度呈中等程度的显著正相关,消极情感与生活满意度呈显著负相关;(2)路径分析发现情绪智力显著正向预测了积极情绪和生活满意度,显著负向预测了消极情绪;(3)结构方程模型建模结果表明积极情感和消极情感在情绪智力与生活满意度之间起着部分中介作用。 相似文献
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The relationships among stressful life events (SLEs), temperament, externalizing and internalizing behaviors, and global life satisfaction were investigated. The Students' Life Satisfaction Scale, the Youth Self Report (YSR) form of the Child Behavior Checklist, a portion of the Life Events Checklist, and the Abbreviated Junior Eysenck Personality Questionnaire, were administered to 1,201 adolescents in grades 6 through 12 in a small city in the Southeast. A modest correlation was found between life satisfaction and Extraversion, whereas moderate correlations were found between life satisfaction and Neuroticism and life satisfaction and SLEs. Based upon hierarchical regression analyses, temperament variables accounted for approximately 16% of the variance in predictions of life satisfaction ratings. When SLEs were added, an additional 3% of the variance in life satisfaction ratings was subsequently explained. Life satisfaction did not operate as a moderator between SLEs and problem behavior. However, when global life satisfaction was added as a mediator variable, results indicated a partial mediational effect, particularly on internalizing behavior. Limitations of the study as well as implications for comprehensive psychological assessments are discussed. © 2002 Wiley Periodicals, Inc. Psychol Schs 39: 677–687, 2002. 相似文献
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Jamie M. Ostrov Greta M. Massetti Kirstin Stauffacher Stephanie A. Godleski Katie C. Hart Kathryn M. Karch Adam D. Mullins Emily E. Ries 《Early childhood research quarterly》2009
A preventive intervention for reducing physical and relational aggression, peer victimization, and increasing prosocial behavior was developed for use in early childhood classrooms. Nine classrooms were randomly assigned to be intervention rooms (N = 202 children) and nine classrooms were control rooms (N = 201 children). Classroom was the unit of analysis and both observations and teacher-reports were obtained at pre and post-test. Focus groups were used to develop the initial program. The 6-week program consisted of developmentally appropriate puppet shows, active participatory sessions, passive concept activities and in vivo reinforcement periods. Preliminary findings suggest that the “Early Childhood Friendship Project” tended to reduce physical and relational aggression, as well as physical and relational victimization and tended to increase prosocial behavior more for intervention than control classrooms. Teachers and interventionists provided positive evaluations of the program and there is evidence for appropriate program implementation. 相似文献
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This study investigated the interrelationships among global self‐concept, life events, and positive subjective well‐being (positive affect [PA], negative affect [NA], and life satisfaction [LS]) in a sample of 92 high school students. The results demonstrated that life events contributed significant variance to predictions of PA, NA, and LS, over and above that of global self‐concept. Also, daily events contributed variance over and above that of major life events. Looking at the specific event types that related uniquely to the positive well‐being measures, only negative daily events related significantly to PA and NA, and only positive daily events related significantly to LS. The results also indicated that the positive well‐being constructs each contained unique variance and had different correlates, thus providing strong support for the multidimensionality of adolescent positive well‐being reports. Implications for further research and intervention programs are discussed. © 2000 John Wiley & Sons, Inc. 相似文献
10.
Pamela W. Garner Duhita Mahatmya Laurence Kimberly Moses Elizabeth N. Bolt 《Early education and development》2014,25(3):399-420
Research Findings: This study examined associations of preschool type (i.e., urban and suburban Head Start and university-affiliated center) and teacher–child variables with positive and negative child outcomes among 145 preschoolers (74 boys). Differences emerged across preschools, with urban Head Start children scoring lowest on the emotional competence measures and university-affiliated preschoolers experiencing less peer victimization than urban and suburban Head Start preschoolers. Differences across preschool types were also found for the teacher–child variables, such that teacher–child closeness was lower and teacher–child conflict and dependence were highest in the urban Head Start preschool. Regression analyses revealed significant and meaningful interactions between preschool type and teacher–child relational quality in the prediction of children's social-emotional outcomes. Teacher–child conflict was negatively associated with emotion regulation and teacher–child dependence was associated with the highest levels of emotion regulation, but only for university-affiliated preschoolers. Suburban Head Start preschoolers experienced less prosocial attention than urban Head Start preschoolers, but only when teacher–child closeness was high. Teacher–child closeness was also a negative predictor of urban Head Start preschoolers’ prosocial attention. Practice or Policy: Results point to the importance of understanding the role of teacher–child relational quality in the social-emotional development of children exposed to different preschool and environmental contexts. 相似文献
11.
The aim of this research is to study social–emotional adaptation levels of 5- to 6-year old preschool children in relation to peer relationships. One hundred and forty-four children aged between 5 and 6 joined in this relational survey study. According to the results of the research analysing the relationship between the social–emotional adjustments of 5- to 6-year old children continuing preschool education and the peer relationship variables; the social–emotional adjustment level can meaningfully predict the prosocial behaviour of children towards their peers, aggression levels and exclusion by peers, fear–anxiety towards peers, hyperactivity–distractibility and peer victimisation. 相似文献
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Peer group status as a moderator of group influence on children's deviant, aggressive, and prosocial behavior 总被引：2，自引：1，他引：1
Group status was examined as a moderator of peer group socialization of deviant, aggressive, and prosocial behavior. In the fall and 3 months later, preadolescents and early adolescents provided self-reported scores for deviant behavior and group membership, and peer nominations for overt and relational aggression, prosocial behavior, and social preference. Using the social cognitive map, 116 groups were identified involving 526 children (282 girls; M age=12.05). Hierarchical linear modeling revealed that high group centrality (visibility) magnified group socialization of relational aggression, deviant behavior, and prosocial behavior, and low group acceptance magnified socialization of deviant behavior. Results suggest group influence on behavior is not uniform but depends on group status, especially group visibility within the larger peer context. 相似文献
13.
The protective role of teacher–student relationships against peer victimization and psychosocial distress 下载免费PDF全文
下载免费PDF全文 This study examined whether teacher–student relationships protect against peer victimization and its negative psychosocial effects (i.e., depression, anxiety, and stress). Additionally, the influence of teacher–student relationships, peer relationships, and students’ perceptions of school order and discipline was investigated as these variables were expected to be negatively related to the former. Data were collected from high school‐aged adolescents (N = 539; 51% female) in the U.S. Southwest. Study results indicate that teacher–student relationships buffered against experiencing psychosocial distress associated with peer victimization. Although positive teacher–student relationships, peer relationships, and students’ perceptions of school order and discipline all were negatively associated with peer victimization and psychosocial distress, teacher–student relationships were robustly related to peer victimization and psychosocial distress over the influence of the previous variables. In other words, as a key study finding, teacher–student relationships may reduce the impact of peer victimization by mitigating its negative psychosocial effects in a robust yet relatively unexplored way. Therefore, although more research is needed, fostering positive teacher–student relationships might be an effective way to reduce peer victimization as well as its negative effects. 相似文献
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This study investigated how peer perceptions of teacher liking and disliking for a student shape students’ social cognitions by moderating associations between the student’s peer-perceived social behavior and peer liking and disliking status. We studied individual teacher liking and disliking as well as classroom norms as moderators of individual and classroom-level behavior-status associations. Peer nominations of (dis)liking, being (dis)liked by the teacher, and prosocial and aggressive behavior were gathered from 1454 students (Mage = 10.60) in 58 fifth-grade classes in the Netherlands. Results from multilevel analyses showed the teacher made a difference in particular for those students who were at-risk of low peer status, that is, those students who were perceived by many of their peers to show aggressive behavior and by few to show prosocial behavior. These students were disliked less and liked more when they were perceived by peers to be less disliked and more liked by the teacher. Furthermore, the amount of disliking associated with overt and relational aggression differed across classrooms, depending on norms of teacher liking. These findings may help teachers to understand and improve an individual student’s peer status, and alter the behavior–status dynamics in their class. 相似文献
15.
Verónica López Javier Torres‐Vallejos Boris Villalobos‐Parada Tamika D. Gilreath Paula Ascorra Marian Bilbao Macarena Morales Claudia Carrasco 《Psychology in the schools》2017,54(9):991-1003
Identifying and understanding predictors of school safety perceptions is important due to its consequences for students. However, it is not clear what school‐related factors most contribute to explaining students’ perception of school safety, and how they relate to community‐related factors such as neighborhood safety. The purpose of this study was to understand the factors associated with Chilean elementary and middle school students’ perceptions of school safety. We used a sample of 5,455 students from low socioeconomic status public schools, and analyzed the predictive value of peer physical and verbal victimization; teacher and school staff victimization; teacher's social support; and perception of safety in the students’ neighborhoods on perceptions of school safety. Findings showed that although different forms of school violence, particularly peer physical victimization and physical and sexual victimization from teachers and school staff, contribute to students’ perception of school safety, the highest contribution came from students perceiving their neighborhoods as unsafe. In contrast, teacher social support contributed to increased levels of perceived school safety. We discuss the need for school‐based interventions that address physical victimization and engage teachers in prosocial and less punitive approaches to foster a positive and safe school climate, and in fostering school–community partnerships. 相似文献
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Being the victim or perpetrator of peer teasing threatens children’s immediate and long-term well-being. Given that many individual and contextual risk factors for peer victimization are transmitted within families, we tested whether fathers’ childhood victimization experiences were directly or indirectly (via poor parenting and poor child adjustment) associated with their children’s increased risk for similar experiences. Generation two (G2) fathers (n = 130) who had been assessed since age 9 years participated in an intergenerational study with their 268 G3 children and the 163 G2 mothers of these children. Peer teasing ratings were collected annually from G1 mothers, fathers, and teachers across G2 ages 9–16 years, and from the same three informant types across the same ages for G3 children. Also assessed was G2 fathers’ poor parenting of G3 at ages 3–7 years and G3 poor adjustment (externalizing and internalizing behaviors, deviant peer association, low social competence) and body mass index (BMI) at ages 7–16 years. Models supported intergenerational stability in being teased that was partially mediated through G2 fathers’ poor parenting and G3 poor adjustment. A direct intergenerational path in being teased remained significant, and G3 BMI uniquely predicted being teased. Childhood peer victimization is perpetuated across generations. Prevention aimed at poor parenting, child poor adjustment, and peer victimization itself may disrupt intergenerational stability in these adverse experiences. 相似文献
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The Role of Overt Aggression, Relational Aggression, and Prosocial Behavior in the Prediction of Children's Future Social Adjustment 总被引：13，自引：1，他引：13
Nicki R. Crick 《Child development》1996,67(5):2317-2327
2 limitations of past research on social adjustment were addressed: (1) the tendency to focus on forms of aggression that are typical of boys (e.g., overt aggression) and to neglect forms that are more typical of girls (e.g., relational aggression) and (2) the tendency to study negative behaviors (e.g., aggression), to the exclusion of positive behaviors (e.g., prosocial acts). Using a longitudinal design ( n = 245; third- through sixth-grade children, 9–12 years old), assessments of children's relational aggression, overt aggression, prosocial behavior, and social adjustment were obtained at 3 points during the academic year. Findings showed that, as has been demonstrated in past research for overt aggression, individual differences in relational aggression were relatively stable over time. Additionally, relational aggression contributed uniquely to the prediction of future social maladjustment, beyond that predicted by overt aggression. Finally, prosocial behavior contributed unique information (beyond that provided by overt and relational aggression) to the prediction of future social adjustment. 相似文献
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Trevor J. Buser Christina Hamme Peterson Anne Kearney 《Journal of College Counseling》2015,18(3):195-208
The authors recruited college students (N = 648) and investigated relationships among academic and social self–efficacy, relational aggression from parents and peers, and nonsuicidal self–injury (NSSI). Results indicated that both types of self–efficacy were related inversely to NSSI. Academic self–efficacy mediated the relationship between parental emotional abuse and NSSI, whereas social self–efficacy mediated the relationship between peer victimization and NSSI. Clinical implications of these findings for college counselors are discussed. 相似文献