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Self-concept and peer victimization among schoolchildren

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Abstract

The identification of children who are bullied at school is an issue of concern for developmental social psychologists. The aim of the present study was to replicate previous work in order to confirm the internal reliability and convergent validity of the Peer Victimization Scale. This is a 6-item scale which can be immersed within the Self-Perception Profile for Children thus reducing the saliency of the items and therefore minimising the effects of social desirability. For boys and girls, higher scores on the Peer Victimization Scale were associated with self- and peer-reports of victimization as well as with lower global self-worth, poorer perceptions of competence in a variety of domains, and greater depressive symptomatology.

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    Adolescents undergo constant change during middle school and high school. A “bully” label reinforces a permanent self-perception as a “trouble-maker” which in some cases can increase antisocial behavior (Callaghan & Joseph, 1995; Kramer, 2015, p. 261). The school's labeling of students as bullies aligns with unsuccessful zero-tolerance policies aimed at preventing bullying (Fraser, 2015; Kramer, 2015, p. 261).

  • Recalled childhood teasing in relation to adult rejection and evaluation sensitivity

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    Additionally, children who experience peer victimization exhibit reduced academic achievement (Arseneault, Bowes, & Shakoor, 2010; Nakamoto & Schwartz, 2010). Children who are teased by their peers are also likely to experience significant interpersonal difficulties, including lower levels of self-worth, social acceptance, and social competence (Callaghan & Joseph, 1995a, 1995b; Neary & Joseph, 1994) along with increased avoidance of social situations and fear of negative evaluation (Storch, Brassard, & Masia-Warner, 2003a; Storch & Masia-Warner, 2004; Storch, Nock, Masia-Warner, & Barlas, 2003b). Nonetheless, research has demonstrated that even though levels of psychosocial maladjustment decrease when teasing ceases, children who were formerly teased may still exhibit elevated levels of maladjustment (Kochenderfer & Ladd, 1996; Kochenderfer-Ladd & Wardrop, 2001).

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