Citation

Rueger SY, Malecki CK, Demaray MK. J. Sch. Psychol. 2011; 49(4): 443-464.

Affiliation

Northern Illinois University, Department of Psychology, DeKalb, IL, USA; The University of Chicago, Department of Psychiatry and Behavioral Neuroscience, Chicago, IL, USA.

Copyright

(Copyright © 2011, Society for the Study of School Psychology, Publisher Elsevier Publishing)

DOI

10.1016/j.jsp.2011.04.005

PMID

21724000

Abstract

The current study investigated the stability of peer victimization and the impact of the timing and duration of victimization on psychological and academic outcomes for boys and girls on a sample of 863 middle school students. Results demonstrated strong support for the onset hypothesis and concurrent effects of maladjustment in anxiety, depression, self-esteem, poor school attitude, GPA, and attendance. Support for the cessation hypothesis was mixed, depending on the outcome and gender: boys demonstrated recovery from internalizing distress, whereas girls demonstrated residual effects, even after the cessation of victimization. Girls also demonstrated residual effects of victimization on grades, and both boys and girls evidenced residual effects of victimization on attendance. Regarding duration of victimization, there was strong support for the life-events model of stress and coping across almost all outcomes, suggesting that even temporary experiences of victimization could have a negative impact on psychological and academic outcomes. Overall, results demonstrated the importance of considering the timing and duration of victimization in understanding the risks and damaging effects of victimization. The results from this study also highlight both the need and the potential to intervene during early adolescence when peer relationships are taking on increasing importance, as well as the importance of helping students regain social-emotional and academic functioning, even after victimization ceases.

Language: en