Top

Gepubliceerd in:

01-12-2013 | Empirical Research

Daily School Peer Victimization Experiences Among Mexican-American Adolescents: Associations with Psychosocial, Physical and School Adjustment

Auteurs: Guadalupe Espinoza, Nancy A. Gonzales, Andrew J. Fuligni

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 12/2013

Abstract

School bullying incidents, particularly experiences with victimization, are a significant social and health concern among adolescents. The current study extended past research by examining the daily peer victimization experiences of Mexican-American adolescents and examining how chronic (mean-level) and episodic (daily-level) victimization incidents at school are associated with psychosocial, physical and school adjustment. Across a two-week span, 428 ninth and tenth grade Mexican-American students (51 % female) completed brief checklists every night before going to bed. Hierarchical linear model analyses revealed that, at the individual level, Mexican-American adolescents’ who reported more chronic peer victimization incidents across the two-weeks also reported heightened distress and academic problems. After accounting for adolescent’s mean levels of peer victimization, daily victimization incidents were associated with more school adjustment problems (i.e., academic problems, perceived role fulfillment as a good student). Additionally, support was found for the mediation model in which distress accounts for the mean-level association between peer victimization and academic problems. The results from the current study revealed that everyday peer victimization experiences among Mexican-American high school students have negative implications for adolescents’ adjustment, across multiple domains.

volgende artikel Divergence in Self- and Peer-Reported Victimization and its Association to Concurrent and Prospective Adjustment

Almeida, D. M., Wethington, E., & McDonald, D. A. (2001). Daily variation in paternal engagement and negative mood: Implications for emotionally supportive and conflictual interactions. Journal of Marriage and Family, 63, 417–429. doi:10.1111/j.1741-3737.2001.00417.x.CrossRef

Azmitia, M., Cooper, C. R., & Brown, J. R. (2009). Support and guidance from families, friends, and teachers in Latino early adolescents’ math pathways. The Journal of Early Adolescence, 29(1), 142–169. doi:10.1177/0272431608324476.CrossRef

Baldry, A. C., & Farrington, D. P. (2005). Protective factors as moderators of risk factors in adolescence bullying. Social Psychology of Education, 8, 263–284. doi:10.1007/s11218-005-5866-5.CrossRef

Barber, B. K., & Olsen, J. A. (2004). Assessing the transitions to middle and high school. Journal of Adolescent Research, 19, 3–30. doi:10.1177/0743558403258113.CrossRef

Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173–1182. doi:10.1037/0022-3514.51.6.1173.PubMedCrossRef

Bauman, S. (2008). The association between gender, age, and acculturation, and depression and overt and relational victimization among Mexican American elementary students. The Journal of Early Adolescence, 28(4), 528–554. doi:10.1177/0272431608317609.CrossRef

Bauman, S., & Summers, J. J. (2009). Peer victimization and depressive symptoms in Mexican American middle school students: Including acculturation as a variable of interest. Hispanic Journal of Behavioral Sciences, 31(4), 515–535. doi:10.1177/0739986309346694.CrossRef

Bellmore, A. D., & Cillessen, A. H. N. (2006). Reciprocal influences of victimization, perceived social preference, and self-concept in adolescence. Self and Identity, 5(3), 209–229. doi:10.1080/15298860600636647.CrossRef

Bellmore, A. D., Witkow, M. R., Graham, S., & Juvonen, J. (2004). Beyond the individual: The impact of ethnic context and classroom behavioral norms on victims’ adjustment. Developmental Psychology, 40(6), 1159–1172. doi:10.1037/0012-1649.40.6.1159.PubMedCrossRef

Benner, A. D., & Graham, S. (2009). The transition to high school as a developmental process among multiethnic urban youth. Child Development, 80(2), 356–376. doi:10.1111/j.1467-8624.2009.01265.PubMedCrossRef

Berkel, C., Knight, G. P., Zeiders, K. H., Tein, J., Roosa, M. W., Gonzales, N. A., et al. (2010). Discrimination and adjustment for Mexican American adolescents: A prospective examination of the benefits of culturally related values. Journal of Research on Adolescence, 20(4), 893–915. doi:10.1111/j.1532-7795.2010.00668.x.PubMedCrossRef

Bolger, N., Davis, A., & Rafaeli, E. (2003). Diary methods: Capturing life as it is lived. Annual Reviews of Psychology, 54, 579–616. doi:10.1146/annurev.psych.54.101601.145030.CrossRef

Bond, L., Carlin, J. B., Thomas, L., Rubin, K., & Patton, G. (2001). Does bullying cause emotional problems? A prospective study of young teenagers. British Medical Journal, 323, 480–484. doi:10.1136/bmj.323.7311.480.PubMedCrossRef

Bryk, A. S., & Raudenbush, S. W. (1992). Hierarchical linear models. Newbury Park, CA: Sage.

Buhs, E. S. (2005). Peer rejection, negative peer treatment, and school adjustment: Self-concept and classroom engagement as mediating processes. Journal of School Psychology, 43, 407–424. doi:10.1016/j.jsp.2005.09.001.CrossRef

Buhs, E. S., & Ladd, G. W. (2001). Peer rejection as an antecedent of young children’s school adjustment: An examination of mediating processes. Developmental Psychology, 37(4), 550–560. doi:10.1037//OO12-1649.37.4.550.PubMedCrossRef

Chung, G. H., Flook, L., & Fuligni, A. J. (2009). Daily family conflict and emotional distress among adolescents from Latin American. Asian and European backgrounds. Developmental Psychology, 45(5), 1406–1415. doi:10.1037/a0014163.PubMedCrossRef

Crick, N. E., Bigbee, M. A., & Howes, C. (1996). Gender differences in children’s normative beliefs about aggression: How do I hurt thee? Let me count the ways. Child Development, 67(3), 1003–1014. doi:10.1111/j.1467-8624.1996.tb01779.x.PubMedCrossRef

Dodge, K. A. (2006). Translational science in action: Hostile attributional style and the development of aggressive behavior problems. Development and Psychopathology, 18, 791–814. doi:10.10170S0954579406060391.PubMedCrossRef

Dumka, L. E., Gonzales, N. A., Bonds, D. D., & Millsap, R. E. (2009). Academic success of Mexican origin adolescent boys and girls: The role of mothers’ and fathers’ parenting and cultural orientation. Sex Roles, 60, 588–599. doi:10.1007/s11199-008-9518-z.PubMedCrossRef

Erath, S. A., Flangan, K. S., & Bierman, K. L. (2008). Early adolescent school adjustment: Associations with friendship and peer victimization. Social Development, 17(4), 853–870. doi:10.1111/j.1467-9507.2008.00458.x.CrossRef

Fekkes, M., Pijpers, F. I. M., Fredriks, A. M., Vogels, T., & Verloove-Vanhorick, S. P. (2006). Do bullied children get ill, or do ill children get bullied? A prospective cohort study on the relationship between bullying and health-related symptoms. Pediatrics, 117, 1568–1574. doi:10.1542/peds.2005-0187.PubMedCrossRef

Fitzpatrick, K. M., Dulin, A., & Piko, B. (2010). Bullying and depressive symptomatology among low-income, African-American youth. Journal of Youth and Adolescence, 39, 634–645. doi:10.1007/s10964-009-9426-8.PubMedCrossRef

Fuligni, A. J., & Masten, C. L. (2010). Daily family interactions among young adults in the United States from Latin American, Filipino, East Asian, and European backgrounds. International Journal of Behavioral Development, 34(6), 491–499. doi:10.1177/0165025409360303.CrossRef

Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95, 148–162. doi:10.1037/0022-0663.95.1.148.CrossRef

García Coll, C., Crnic, K., Lamberty, G., Wasik, B. H., Jenkins, R., García, H. V., et al. (1996). An integrative model for the study of developmental competencies in minority children. Child Development, 67(5), 1891–1914. doi:10.1111/j.1467-8624.1996.tb01834.x.PubMedCrossRef

Gini, G., & Pozzoli, T. (2009). Association between bullying and psychosomatic problems: A meta-analysis. Pediatrics, 123, 1059–1065. doi:0.1542/peds.2008-1215.PubMedCrossRef

Gonzales, N. A., Germán, M., Kim, S. Y., George, P., Fabrett, F., Millsap, R., et al. (2008). Mexican American adolescents’ cultural orientation, externalizing behavior and academic engagement: The role of traditional cultural values. American Journal of Community Psychology, 41(1-2), 151–164. doi:10.1007/s10464-007-9152-x.PubMedCrossRef

Graham, S. (2006). Peer victimization in school: Exploring the ethnic context. Current Directions in Psychological Science, 15, 317–321. doi:10.1111/j.1467-8721.2006.00460.x.CrossRef

Han, W. (2008). The academic trajectories of children of immigrants and their school environments. Developmental Psychology, 44(6), 1572–1590. doi:10.1037/a0013886.PubMedCrossRef

Hanish, L. D., & Guerra, N. G. (2000). The roles of ethnicity and school context in predicting children’s victimization by peers. American Journal of Community Psychology, 28(2), 201–223. doi:10.1023/A:1005187201519.PubMedCrossRef

Hill, N. E., Bush, K. R., & Roosa, M. W. (2003). Parenting and family socialization strategies and children’s mental health: Low-income Mexican-American and Euro-American mothers and children. Child Development, 74(1), 189–204. doi:10.1111/1467-8624.t01-1-00530.PubMedCrossRef

Hill, N. E., & Torres, K. (2010). Negotiating the American dream: The paradox of aspirations and achievement among Latino students and engagement between their families and schools. Journal of Social Issues, 66(1), 95–112. doi:10.1111/j.1540-4560.2009.01635.x.CrossRef

Huynh, V. W., & Fuligni, A. J. (2010). Discrimination hurts: The academic, psychological, and physical well-being of adolescents. Journal of Research on Adolescence, 20(4), 916–941. doi:10.1111/j.1532-7795.2010.00670.x.CrossRef

Joiner, T. E., Perez, M., Wagner, K. D., Berenson, A., & Marquina, G. S. (2001). On fatalism, pessimism, and depressive symptoms among Mexican-American and other adolescents attending an obstetrics-gynecology clinic. Behaviour Research and Therapy, 39, 887–896. doi:10.1016/S0005-7967(00)00062-0.PubMedCrossRef

Juvonen, J., Graham, S., & Schuster, M. A. (2003). Bullying among young adolescents: The strong, the weak, and the troubled. Pediatrics, 112, 1231–1237. doi:10.1542/peds.112.6.1231.PubMedCrossRef

Juvonen, J., Wang, Y., & Espinoza, G. (2011). Bullying experiences and compromised academic performance across middle school grades. Journal of Early Adolescence, 31(1), 152–173. doi:10.1177/0272431610379415.CrossRef

Kaufman, P., Chen, X., Choy, S. P., Ruddy, S. A., Miller, A. K., Chandler, K. A., et al. (1999). Indicators of school crime and safety (NCES 1999-057/NCJ-178906). Washington, DC: Departments of Education and Justice.

Kochenderfer, B. J., & Ladd, G. W. (1996). Peer victimization: Cause or consequence of school maladjustment. Child Development, 67, 1305–1317. doi:10.1111/j.1467-8624.1996.tb01797.x.PubMedCrossRef

Kochenderfer, B. J., & Ladd, G. W. (1997). Victimized children’s responses to peers’ aggression: Behaviors associated with reduced versus continued victimization. Development and Psychopathology, 9, 59–73. doi:10.1017/S0954579497001065.PubMedCrossRef

Kohler, A., & Lazarín, M. (2007). Hispanic education in the United States. Washington, DC: National Council of La Raza.

Kupersmidt, J. B., & Coie, J. D. (1990). Preadolescent peer status and aggression as predictors of externalizing behavior problems in adolescence. Child Development, 61, 1350–1362. doi:10.1111/j.1467-8624.1990.tb02866.x.PubMedCrossRef

Kupersmidt, J. B., Coie, J. D., & Dodge, K. A. (1990). The role of poor peer relationships in the development of disorder. In S. R. Asher & J. D. Coie (Eds.), Peer rejection in childhood (pp. 274–305). New York, NY: Cambridge University Press.

La Greca, A. M., & Harrison, H. M. (2005). Adolescent peer relations, friendships, and romantic relationships: Do they predict social anxiety and depression? Journal of Clinical Child and Adolescent Psychology, 34, 49–61. doi:10.1207/s15374424jccp3401_5.PubMedCrossRef

Laurenceau, J., Barrett, L. F., & Rovine, M. J. (2005). The interpersonal process model of intimacy in marriage: A daily-dairy approach and multilevel modeling approach. Journal of Family Psychology, 19(2), 314–323. doi:10.1037/0893-3200.19.2.314.PubMedCrossRef

Lehman, B. J., & Repetti, R. L. (2007). Bad days don’t end when the school bell rings: The lingering effects of negative school events on children’s mood, self-esteem, and perceptions of parent-child interaction. Social Development, 16, 596–618. doi:10.1111/j.1467-9507.2007.00398.x.CrossRef

Lorr, M., & McNair, D. M. (1971). The profile of mood states manual. San Diego, CA: Educational and Industrial Testing Service.

MacKinnon, D. P., Fritz, M. S., Williams, J., & Lockwood, C. M. (2007). Distribution of the product confidence limits for the indirect effect: Program PRODCLIN. Behavioral Research Methods, 39, 1–12. doi:10.3758/BF03193007.CrossRef

Marín, G., & Marín, B. V. (1991). Research with Hispanic populations. Newbury Park, CA: Sage.

Matute-Bianchi, M. E. (1986). Ethnic identities and patterns of school success and failure among Mexican-descent and Japanese-American students in a California high school: An ethnographic analysis. American Journal of Education, 95, 233–255. doi:10.1086/444298.CrossRef

McKenney, K. S., Pepler, D., Craig, W., & Connolly, J. (2006). Peer victimization and psychosocial adjustment: The experiences of Canadian immigrant youth. Electronic Journal of Research in Educational Psychology, 9(4), 239–264.

Mehan, H., Villanueva, I., Hubbard, L., & Lintz, A. (1996). Constructing school success: The consequences of untracking low-achieving students. New York: Cambridge University Press.CrossRef

Menesini, E., Modena, M., & Tani, F. (2009). Bullying and victimization in adolescence: Concurrent and stable roles and psychological health symptoms. The Journal of Genetic Psychology, 170(2), 115–133. doi:10.3200/GNTP.170.2.101-114.PubMedCrossRef

Nakamoto, J., & Schwartz, D. (2010). Is peer victimization associated with academic achievement? A meta-analytic review. Social Development, 19, 221–242. doi:10.1111/j.1467-9507.2009.00539.x.CrossRef

Nakamoto, J., & Schwartz, D. (2011). The association between peer victimization and functioning at school among urban Latino children. Journal of Applied Developmental Psychology, 32, 89–97. doi:10.1016/j.appdev.2011.02.003.CrossRef

Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, W. J., Simons-Morton, B., & Scheidt, P. (2001). Bullying behaviors among US Youth: Prevalence and association with psychosocial adjustment. Journal of American Medical Assocition, 285(16), 2094–2100. doi:10.1001/jama.285.16.2094.CrossRef

National High School Center, American Institutes for Research. (2007). Approaches to dropout prevention: Heeding early warning signs with appropriate interventions. Retrieved from www.betterhighschools.org/docs/nhsc_approachestodropoutprevention.pdf.

Naylor, P., Cowie, H., & del Rey, R. (2001). Coping strategies of secondary school children in response to being bullied. Child Psychology and Psychiatry Review, 6, 114–120. doi:10.1111/1475-3588.00333.CrossRef

Neary, A., & Joseph, S. (1994). Peer victimization and its relationship to self-concept and depression among schoolgirls. Personality and Individual Differences, 16, 183–186. doi:10.1016/0191-8869(94)90122-8.CrossRef

Nishina, A., & Juvonen, J. (2005). Daily reports of witnessing and experiencing peer harassment in middle school. Child Development, 76(2), 435–450. doi:10.1111/j.1467-8624.2005.00855.x.PubMedCrossRef

Nishina, A., Juvonen, J., & Witkow, M. R. (2005). Sticks and stones may break my bones, but names will make me feel sick: The psychosocial, somatic, and scholastic consequences of peer harassment. Journal of Clinical Child and Adolescent Psychology, 34(1), 37–48. doi:10.1207/s15374424jccp3401_4.PubMedCrossRef

Olweus, D. (1996). Bullying at school: Knowledge base and an effective intervention program. Annals of the New York Academy of Science, 794(1), 265–276. doi:10.1111/j.1749-6632.1996.tb32527.x.CrossRef

Pepler, D. J., Carig, W. M., Connolly, J. A., Yuile, A., McMaster, L., & Jiang, D. (2006). A developmental perspective on bullying. Aggressive Behavior, 32(4), 376–384. doi:10.1002/ab.20136.CrossRef

Pew Hispanic Research Center. (2011). Statistical portrait of Hispanics in the United States, 2009. Retrieved from: http://pewhispanic.org/factsheets/factsheet.php?factsheetID=70.

Raudenbush, S., & Bryk, A. (2002). Hierarchical linear models: Applications and data analysis methods. New York: Sage Publications Inc.

Raudenbush, S. W., Bryk, A. S., & Congdon, R. (2004). HLM 6 for Windows [computer software]. Skokie, IL: Scientific Software International, Inc.

Ream, R. K., & Rumberger, R. W. (2008). Student engagement, peer social capital, and school dropout among Mexican American and non-Latino White students. Sociology of Education, 81, 109–139. doi:10.1177/003804070808100201.CrossRef

Repetti, R. L. (1996). The effects of perceived daily social and academic failure experiences on school-age children’s subsequent interactions with parents. Child Development, 67, 1467–1482. doi:10.1111/j.1467-8624.1996.tb01808.x.PubMedCrossRef

Rigby, K., & Slee, P. (1999). Children, involvement in bully-victim problems, and perceived social support. Suicide and Life-Threatening Behavior, 29(2), 119–130. doi:10.1111/j.1943-278X.1999.tb01050.x.PubMed

Roberts, R. E., Roberts, C. R., & Chen, Y. R. (1997). Ethnocultural differences in prevalence of adolescent depression. American Journal of Community Psychology, 25, 95–110. doi:10.1023/A:1024649925737.PubMedCrossRef

Salmivalli, C., Kaukiainen, A., & Voeten, M. (2005). Anti-bullying intervention: Implementation and outcome. British Journal of Educational Psychology, 75, 465–487. doi:10.1348/000709905X26011.PubMedCrossRef

Sapolsky, R. M. (2004). Social status and health in humans and other animals. Annual Review of Anthropology, 33, 393–418. doi:10.1146/annurev.anthro.33.070203.144000.CrossRef

Shrout, P. E., & Bolger, N. (2002). Mediation in experimental and nonexperimental studies: New procedures and recommendations. Psychological Methods, 7(4), 422–445. doi:10.1037//1082-989X.7.4.422.PubMedCrossRef

Smith, J. D., Schneider, B. H., Smith, P. K., & Ananiadou, K. (2004). The effectiveness of whole-school antibullying programs: A synthesis of evaluation research. School Psychology Review, 33(4), 547–560.

Sobel, M. E. (1982). Asymptotic confidence intervals for indirect effects in structural equation models. Sociological Methodology, 13, 290–312.CrossRef

Stone, S., & Han, M. (2005). Perceived school environments, perceived discrimination, and school performance among children of Mexican immigrants. Children and Youth Services Review, 27, 51–66. doi:10.1016/j.childyouth.2004.08.011.CrossRef

Strohmeier, D., Kärnä, A., & Salmivalli, C. (2011). Intrapersonal and interpersonal risk factors for peer victimization in immigrant youth in Finland. Developmental Psychology, 47(1), 248–258. doi:10.1037/a0020785.PubMedCrossRef

Telzer, E. H., & Fuligni, A. J. (2009). Daily family assistance and the psychological well-being of adolescents from Latin American. Asian and European backgrounds. Developmental Psychology, 45(4), 1177–1189. doi:10.1037/a0014728.PubMedCrossRef

Tharp-Taylor, S., Haviland, A., & D’Amico, E. J. (2009). Victimization from mental and physical bullying and substance use in early adolescence. Addictive Behaviors, 34, 561–567. doi:10.1016/j.addbeh.2009.03.012.PubMedCrossRef

Updegraff, K. A., McHale, S. M., Whiteman, S. D., Thayer, S. M., & Delgado, M. Y. (2005). Adolescent sibling relationships in Mexican American families: Exploring the role of familism. Journal of Family Psychology, 19, 512–522. doi:10.1037/0893-3200.19.4.512.PubMedCrossRef

U.S. Census Bureau. (2010). School enrollment. Washington DC: U.S. Department of Commerce.

Wall, J. A., Power, T. G., & Arbona, C. (1993). Susceptibility to antisocial peer pressure and its relation to acculturation in Mexican-American adolescents. Journal of Adolescent Research, 8(4), 403–418. doi:0.1177/074355489384004.CrossRef

Wang, J., Iannotti, R. J., & Nansel, T. R. (2009). School bullying among adolescents in the United States: Physical, verbal, relational, and cyber. Journal of Adolescent Health, 45, 368–375. doi:10.1016/j.jadohealth.2009.03.021.PubMedCrossRef

Wayman, J. C. (2002). Student perceptions of teacher ethnic bias: A comparison of Mexican- American and non-Latino white dropouts and students. The High School Journal, 85(3), 27–37. doi:10.1353/hsj.2002.0006.CrossRef

Wentzel, K. R. (1999). Social-motivational processes and interpersonal relationships: Implications for understanding motivation at school. Journal of Educational Psychology, 91(1), 76–97. doi:10.1037/0022-0663.91.1.76.CrossRef

West, S. G., Ryu, E., Kwok, O., & Cham, H. (2011). Multilevel modeling: Current and future applications in personality research. Journal of Personality, 79, 2–50. doi:10.1111/j.1467-6494.2010.00681.x.PubMedCrossRef

Titel: Daily School Peer Victimization Experiences Among Mexican-American Adolescents: Associations with Psychosocial, Physical and School Adjustment
Auteurs: Guadalupe Espinoza
Nancy A. Gonzales
Andrew J. Fuligni
Publicatiedatum: 01-12-2013
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 12/2013
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-012-9874-4

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 12/2013

Divergence in Self- and Peer-Reported Victimization and its Association to Concurrent and Prospective Adjustment

Jenny J. Pearce, Patricia Hynes and Silvie Bovarnick: Trafficked Young People: Breaking the Wall of Silence

Emerging Scholar Best Article Award, 2013

Justin L. Barrett: Born Believers: The Science of Children’s Religious Belief

At-Home Environment, Out-of-Home Environment, Snacks and Sweetened Beverages Intake in Preadolescence, Early and Mid-Adolescence: The Interplay Between Environment and Self-Regulation

Amy Kalafa: Lunch Wars: How to Start a School Food Revolution and Win the Battle for Our Children’s Health