Peer victimization, parent-adolescent relationships, and life stressors
Date of Completion
Education, Educational Psychology|Psychology, Developmental|Psychology, Clinical
This study addresses the stability of victimization and related social, emotional, and academic functioning across nine consecutive school years, and how parent-adolescent relationships and the experience of life stressors influence the correlation between victimization and student functioning. Data collection took place in the spring of nine consecutive school years as approximately 600 students (about 50% girls) from one cohort were followed from Grade 4 to Grade 12 in an ethnically diverse school system. A multi-informant approach was utilized including peer nominations, self-reports, and teacher reports in each year. Results suggest: (1) victimization is highly stable across all years, including the transitions from elementary to middle school and from middle to high school, (2) the association between victimization and functioning was found to be less stable across the high school years than in elementary or middle school, and (3) moderator effects on victimization and functioning were found for both perceived parent-adolescent relationships and stressful life experiences. In addition, several differential results based on gender were found in each of the three areas mentioned above. Implications for future research and intervention within multiple settings are discussed. ^
Paul, Jennifer J, "Peer victimization, parent-adolescent relationships, and life stressors" (2005). Doctoral Dissertations. AAI3193736.