@article{ref1,
title="The effects of school-level victimization on self-blame: evidence for contextualized social cognitions",
journal="Developmental psychology",
year="2015",
author="Schacter, Hannah L. and Juvonen, Jaana",
volume="51",
number="6",
pages="841-847",
abstract="The current study examined school-level victimization as a moderator of associations between peer victimization and changes in 2 types of self-blaming attributions, characterological and behavioral, across the first year of middle school. These associations were tested in a large sample (N = 5,991) of ethnically diverse adolescents from fall to spring of the 6th-grade year across 26 schools. Consistent with hypotheses, the results of multilevel modeling indicated that victimized youth showed greater increases in characterological self-blaming attributions (e.g., &quot;my fault and cannot change it&quot;) in schools where victimization was less common. In contrast, victimization was associated with increases in behavioral self-blame (e.g., &quot;I should have been more careful&quot;) for bullied students in schools with relatively higher levels of victimization. Underscoring the psychological consequences of person-context mismatch, the results suggest that when schools manage to decrease bullying, the few who remain victimized need additional support to prevent more maladaptive forms of self-blame. (PsycINFO Database Record<p /> <p>Language: en</p>",
language="en",
issn="0012-1649",
doi="10.1037/dev0000016",
url="http://dx.doi.org/10.1037/dev0000016"
}