Citation

Serdiouk M, Rodkin P, Madill R, Logis H, Gest S. J. Abnorm. Child Psychol. 2013; 43(1): 5-17.

Affiliation

Departments of Educational Psychology and Psychology, University of Illinois at Urbana-Champaign, 224 Col. Wolfe School, Mail Code 422, 403 E. Healey St., Champaign, IL, 61820, USA, serdiou1@illinois.edu.

Copyright

(Copyright © 2013, Holtzbrinck Springer Nature Publishing Group)

DOI

10.1007/s10802-013-9826-9

PMID

24292964

Abstract

This study examined features of classroom peer ecologies and teaching practices that may attenuate the prevalence of victimization and its connection to peer rejection. Participants were 1020 elementary school students from 54 classrooms and their teachers followed for one academic year. In the majority of classrooms students who were rejected in fall tended to be victimized in spring, but the strength of this association varied across classrooms. The positive relationship between rejection in the fall and victimization in the spring was stronger in classrooms where victimization was strongly centralized around specific victims in the fall. In addition, victimization in the spring was higher in classrooms that had higher levels of peer rejection in the fall, where victimization was strongly centralized in the fall, and where teachers reported making fewer efforts to reduce social status inequality. This study contributes to a growing body of research into contextual factors that may attenuate negative outcomes associated with peer rejection and reduce levels of peer harassment in elementary school.

Language: en