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Thakkar N, van Geel M, Malda M, Rippe R, Vedder P. Socio-Economic Status and Bullying Victimization in India: A Study About Social Misfit and Minority Perception. J Youth Adolesc 2024:10.1007/s10964-024-02021-7. [PMID: 38811480 DOI: 10.1007/s10964-024-02021-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2024] [Accepted: 05/16/2024] [Indexed: 05/31/2024]
Abstract
The Social Misfit Theory, which states that some individuals deviate from what is normative in a community and may therefore be more likely to be victimized, has mostly been studied in Western countries. The current study addresses in a longitudinal sample whether socio-economic minorities (SES) in the classroom (a contextual SES minority) are more likely to become victims of bullying in India, and whether the relation between minority status and victimization is mediated by perception of oneself as a minority. The current study used three waves separated by three month intervals. A sample of youth from Indore India (grades 7 to 9; N = 1238; M-ageT1 = 13.15, SD = 1.16, 24 percent girls) was used. It was found that being a contextual SES minority was related to more victimization, but only when the contextual status was corroborated by the perceived minority status. However, over time, being part of a contextual minority predicted decreased victimization, possibly pointing to normative beliefs and values in the Indian context. The results of this study are in contrast to the Social Misfit Theory, but do support self-perception as a mediator.
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Affiliation(s)
- Niharika Thakkar
- Department of Child and Adolescent Studies, Leiden University, Leiden, the Netherlands
| | - Mitch van Geel
- Department of Child and Adolescent Studies, Leiden University, Leiden, the Netherlands.
| | - Maike Malda
- Downsideup Academic Coaching, Randstad, the Netherlands
| | - Ralph Rippe
- Department of Child and Adolescent Studies, Leiden University, Leiden, the Netherlands
| | - Paul Vedder
- Department of Child and Adolescent Studies, Leiden University, Leiden, the Netherlands
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Dong Z, Huitsing G, Veenstra R. Students' School and Psychological Adjustment in Classrooms with Positive and Negative Leaders. J Youth Adolesc 2024; 53:550-562. [PMID: 38183532 PMCID: PMC10838230 DOI: 10.1007/s10964-023-01937-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2023] [Accepted: 12/18/2023] [Indexed: 01/08/2024]
Abstract
Positive and negative leadership styles may influence classroom norms and be related to the school and psychological adjustment of children in general, and victims in particular. This study tested the relation between leadership styles and children's adjustment, and the moderating effects of leadership on the association between self-reported victimization and school and psychological adjustment (self-esteem, social anxiety, and depressive symptoms); and it tested for potential gender differences. Classrooms were classified into those with only positive leaders, only negative leaders, both positive and negative leaders, and without leaders. The sample contained 8748 children (Mage = 10.05, SD = 1.22; 51.2% girls) from 392 classrooms, in grades three to six, in 98 Dutch schools. Multilevel analysis revealed that, in general, children in negative leader classrooms experienced lower school well-being than children in other classrooms. In positive leader classrooms, male and female victims had lower school well-being. For psychological well-being, female victims had lower self-esteem and more depressive symptoms in positive leader classrooms. Male and female victims in negative leader classrooms did not suffer from additional maladjustment. These results demonstrate that negative leadership styles are related to lower school well-being of all children, whereas victimization in classrooms with positive leaders is negatively related to male and female victims' school well-being and girls' psychological adjustment (depressive symptoms); this is in line with the 'healthy context paradox'.
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Affiliation(s)
- Zhe Dong
- Department of Sociology and Interuniversity Center for Social Science Theory and Methodology, University of Groningen, Groningen, the Netherlands.
| | - Gijs Huitsing
- Department of Sociology and Interuniversity Center for Social Science Theory and Methodology, University of Groningen, Groningen, the Netherlands
| | - René Veenstra
- Department of Sociology and Interuniversity Center for Social Science Theory and Methodology, University of Groningen, Groningen, the Netherlands
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Gámez-Guadix M, Mateos-Pérez E, Alcázar MA, Martínez-Bacaicoa J, Wachs S. Stability of the online grooming victimization of minors: Prevalence and association with shame, guilt, and mental health outcomes over one year. J Adolesc 2023; 95:1715-1724. [PMID: 37661357 DOI: 10.1002/jad.12240] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2023] [Revised: 08/16/2023] [Accepted: 08/23/2023] [Indexed: 09/05/2023]
Abstract
INTRODUCTION Online grooming is the process by which an adult manipulates a minor by using information and communication technologies to interact sexually with that minor. The objective of this study was to analyze the stability of online grooming victimization among minors and its relationship with demographic variables (e.g., gender, age, and sexual orientation), emotions of shame and guilt, and depression and anxiety symptoms. METHODS The participants were 746 adolescents aged 12-14 years when the study started (Mage = 13.34, SD = 0.87) who completed self-reports at Time 1 (T1) and 1 year later at Time 2 (T2). Among them, 400 were girls, 344 were boys, and two were nonbinary. At each time point, the minors self-reported their online grooming experiences during the previous year. RESULTS The results showed that 11.8% (n = 89) of the participants were T1-victims, 13% (n = 95) were T2-victims, and 11% (n = 81) were stable victims of online grooming. Stability in victimization was related to being older, being a sexual minority, being born abroad, having separated or divorced parents, and having parents with a lower education level. Stable victims showed higher shame and guilt scores at T1 than did T1-victims, indicating that elevated levels of shame and guilt could contribute to the persistence of online grooming over time. CONCLUSIONS Overall, adolescents in the stable victim category presented more depression and anxiety symptoms. Intervention strategies should address emotions related to victimization, such as shame and guilt, as well as depression and anxiety symptoms.
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Affiliation(s)
| | | | | | | | - Sebastian Wachs
- Institute of Education, University of Münster, Münster, Germany
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Bélanger F, Cantin S, Archambault I. Student Engagement as a Mediator Process Between Peer Victimization and Achievement at the Beginning of Middle School. THE JOURNAL OF SCHOOL HEALTH 2023; 93:973-981. [PMID: 37528549 DOI: 10.1111/josh.13388] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/03/2022] [Revised: 06/09/2023] [Accepted: 07/17/2023] [Indexed: 08/03/2023]
Abstract
BACKGROUND Very few studies have properly identified how peer victimization is associated with lower achievement in middle or high school. In this context, this study examined how peer victimization at the beginning of middle school is linked with subsequent student achievement. Specifically, it assessed if the behavioral, affective, and cognitive dimensions of engagement in school play a mediation role in the relationship between peer victimization and student achievement. METHODS The sample of this study included 683 seventh graders attending 3 schools in Montreal, Canada. Students self-reported peer victimization at the beginning and end of grade 7. They also reported their levels of student engagement on the 3 dimensions (behavioral, affective, and cognitive) across 3 time points in seventh and eighth grades. Student achievement in language arts across these 2 years was also obtained through school records. RESULTS Peer victimization significantly predicted lower achievement over time (b = -.24, p ≤ .001). Peer victimization predicted lower achievement in grade 8 indirectly through affective student engagement (b = -.11, p < .05). Post hoc analyses showed that peer victimization still predicted lower achievement in grade 8 indirectly through a decrease in affective engagement (b = -.14, p < .05). However, when considered alone, a decrease in cognitive engagement also acted as a mediator (b = -.09, p < .05), suggesting a strong link with affective engagement. CONCLUSION Our findings expose the importance to promote student engagement in school and achievement for victimized youth.
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Affiliation(s)
- Félix Bélanger
- School of Psychoeducation, Université de Montréal, C.P. 6128, Succursale Centre-Ville, Montréal, QC, H3C 3J7, Canada
- Affiliated Student, School Environment Research Group, Université de Montréal, Montréal, QC, Canada
- Affiliated Student, Canada's Research Group on Well-Being in Schools and Achievement, Montréal, QC, Canada
| | - Stéphane Cantin
- School of Psychoeducation, Université de Montréal, Montréal, QC, Canada
| | - Isabelle Archambault
- School of Psychoeducation, Université de Montréal, C.P. 6128, Succursale Centre-Ville, Montréal, QC, H3C 3J7, Canada
- Head Researcher, School Environment Research Group, Université de Montréal, Montréal, QC, Canada
- Holder, Canada's Research Group on Well-Being in Schools and Achievement, Montréal, QC, Canada
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AlQaderi N, Banibella Abdelmagied Elamin A, Yasser Abdelraouf Abdelmonem K, Teir HJ, Andrade G. Phone addiction, cyberbullying, and mental health amongst young adults in the United Arab Emirates: a cross-sectional study. BMC Psychol 2023; 11:313. [PMID: 37803432 PMCID: PMC10557357 DOI: 10.1186/s40359-023-01320-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2023] [Accepted: 09/11/2023] [Indexed: 10/08/2023] Open
Abstract
BACKGROUND Smartphone addiction is a common phenomenon worldwide and within the UAE. It is related to many factors, including gender and ethnicity, and can lead to mental health disorders, such as anxiety and depression. This study investigates these factors concerning smartphone addiction among young adults in the UAE. METHODS 421 participants answered a questionnaire of validated and reliable scales measuring smartphone addiction, cyberbullying experiences, mental health, and demographic information. The average age of the participants was 21 years, and the age groups were divided into two groups. Group 1 consists of participants who are 20 years or younger, and group 2 consists of participants aged 21 or older. RESULTS There was a positive correlation between smartphone addiction with both anxiety and depression. A positive correlation was also found between cyberbullying victims, anxiety, and depression. Females were found to have higher levels of anxiety and smartphone addiction in comparison to males. CONCLUSION Smartphone addiction is a problem that connects to disorders like anxiety and depression. Conversely, cyberbullying is not directly related to smartphone addiction but is also strongly related to anxiety and depression.
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Ettekal I, Li H, Chaudhary A, Luo W, Brooker RJ. Chronic, increasing, and decreasing peer victimization trajectories and the development of externalizing and internalizing problems in middle childhood. Dev Psychopathol 2023; 35:1756-1774. [PMID: 35574659 DOI: 10.1017/s0954579422000426] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
Children's peer victimization trajectories and their longitudinal associations with externalizing and internalizing problems were investigated from Grades 2 to 5. Secondary data analysis was performed with the Early Childhood Longitudinal Study (ECLS-K-2011; n = 13,860, M age = 8.1 years old in the spring of Grade 2; 51.1% male, 46.7% White, 13.2% African-American, 25.3% Hispanic or Latino, 8.5% Asian, and 6.1% other or biracial). Children who experienced high and persistent levels of peer victimization (high-chronic victims) exhibited co-occurring externalizing and internalizing problems. Moreover, among high-chronic victims, boys had a more pronounced increase in their externalizing trajectories, and girls had greater increases in their social anxiety trajectories. In contrast, those with decreasing peer victimization across time exhibited signs of recovery, particularly with respect to their social anxiety. These findings elucidated how chronic, increasing, and decreasing victims exhibited distinct patterns in the co-occurring development of their externalizing and internalizing problems, and how findings varied depending on the form of problem behavior and by child sex.
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Affiliation(s)
- Idean Ettekal
- Department of Educational Psychology, Texas A&M University, College Station, TX, USA
| | - Haoran Li
- Department of Educational Psychology, Texas A&M University, College Station, TX, USA
| | - Anjali Chaudhary
- Department of Educational Psychology, Texas A&M University, College Station, TX, USA
| | - Wen Luo
- Department of Educational Psychology, Texas A&M University, College Station, TX, USA
| | - Rebecca J Brooker
- Department of Psychological and Brain Sciences, Texas A&M University, College Station, TX, USA
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Low S, Van Ryzin MJ, Roseth CJ. Peer learning can modify the reciprocal relationship between peer support and victimization in middle school. J Adolesc 2023; 95:524-536. [PMID: 36546511 PMCID: PMC10079556 DOI: 10.1002/jad.12133] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2022] [Revised: 11/25/2022] [Accepted: 11/28/2022] [Indexed: 12/24/2022]
Abstract
INTRODUCTION This research investigated how peer victimization and support are reciprocally related and how Cooperative Learning (CL) can reverse the progressive cascade that, unchecked, can culminate in youth mental health problems. METHODS The sample (N = 1890; 53% male) was derived from a randomized trial of CL in 15 middle schools in the United States. Students were recruited in the 7th grade. Structural Equation Modeling (SEM) was used to fit our cross-lag difference score model across four waves of data. RESULTS The results indicated a reciprocal relationship between peer support and victimization across time, suggesting the potential for negative experiences with peers to become amplified over time in a "vicious cycle," negatively impacting mental health. Students in intervention schools reported significantly higher levels of peer support and lower levels of victimization, suggesting that CL can intervene in this cycle, with salutary effects on mental health; CL also demonstrated direct effects on mental health. CONCLUSIONS The present study indicates that low peer support can be both a precursor to and an outcome of victimization, serving to maintain a vicious cycle that compounds negative effects on student mental health. Further, results demonstrate how CL can reverse this cycle. We conclude that CL can be of particular importance to the prevention field as a universal mental health program that does not require the associated stigma of identifying youth at elevated risk for referral to treatment programs.
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Dawes M, Starrett A, Norwalk K, Hamm J, Farmer T. Student, classroom, and teacher factors associated with teachers’ attunement to bullies and victims. SOCIAL DEVELOPMENT 2023. [DOI: 10.1111/sode.12669] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
Affiliation(s)
- Molly Dawes
- College of Education University of South Carolina Columbia South Carolina USA
| | - Angela Starrett
- Child Development Research Center University of South Carolina Columbia South Carolina USA
| | - Kate Norwalk
- Department of Psychology North Carolina State University Raleigh North Carolina USA
| | - Jill Hamm
- School of Education University of North Carolina at Chapel Hill Chapel Hill North Carolina USA
| | - Thomas Farmer
- School of Education University of Pittsburg Pittsburg Pennsylvania USA
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Van Ryzin MJ, Low S, Roseth CJ, Espelage D. A Longitudinal Process Model Evaluating the Effects of Cooperative Learning on Victimization, Stress, Mental Health, and Academic Engagement in Middle School. INTERNATIONAL JOURNAL OF BULLYING PREVENTION : AN OFFICIAL PUBLICATION OF THE INTERNATIONAL BULLYING PREVENTION ASSOCIATION 2022; 6:1-12. [PMID: 35935738 PMCID: PMC9345003 DOI: 10.1007/s42380-022-00140-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Accepted: 07/25/2022] [Indexed: 11/26/2022]
Abstract
Mental health is a significant concern among young people, particularly during the COVID-19 pandemic. Notably, mental health problems can significantly reduce student performance in school, including both engagement and achievement. Both mental health problems and reduced student performance often arise due to peer victimization, which can include teasing, racial- or gender-based discrimination, and/or physical assault. Stress has been proposed as one mechanism through which victimization influences mental health, and stress can also interfere with academic performance at school, including engagement and achievement. To date, however, no research has evaluated longitudinal associations between victimization and stress, and how these longitudinal patterns may impact adolescent behavior and mental health. In this study, we used data from a 2-year cluster randomized trial of cooperative learning to evaluate an etiological process model that includes (1) longitudinal reciprocal effects between victimization and stress, and (2) the effects of both victimization and stress on student mental health and academic engagement. We hypothesized that victimization and stress would have significant reciprocal effects, and that both would predict greater mental health problems and lower academic engagement. We further hypothesized that cooperative learning would have significant effects on all constructs. We found partial support for this model, whereby stress predicted greater victimization, but victimization did not predict increased stress. While both factors were linked to student outcomes, stress was a more powerful predictor. We also found significant salutary effects of cooperative learning on all constructs. The implications of these results for student behavioral and mental health are discussed.
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Affiliation(s)
- Mark J. Van Ryzin
- Center on Human Development, University of Oregon, OR 97402 Eugene, USA
| | - Sabina Low
- Arizona State University, Phoenix, AZ USA
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Van Ryzin MJ, Roseth CJ, Low S, Loan CM. Reciprocated Friendship as a Mediator of the Effects of Cooperative Learning on Peer Victimization in Middle School. JOURNAL OF SCHOOL VIOLENCE 2022; 21:342-353. [PMID: 36744109 PMCID: PMC9894378 DOI: 10.1080/15388220.2022.2098502] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/18/2022] [Accepted: 06/27/2022] [Indexed: 06/18/2023]
Abstract
Peer victimization represents a pervasive problem, particularly for students in middle school. Although curriculum-based prevention programs have generated small to moderate effects on victimization, these effects tend to weaken beginning with the transition to middle school. In this study, we evaluated cooperative learning (CL) as a mechanism to prevent victimization, and evaluated reciprocated friendships as a mediator of these effects. Using four waves of data from a cluster randomized trial of CL (7 intervention and 8 control middle schools; N=1,890 students, 47.1% female, 75.2% White), we found that CL significantly reduced victimization after two years, and these effects were mediated by growth in reciprocated friendship in the first year. We conclude that CL can reduce victimization by providing a means for students to engage in extended social interactions with a wider range of peers and thus creating opportunities for students to forge stronger (i.e., reciprocated) friendships.
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Gámez-Guadix M, Mateos-Pérez E, Wachs S, Wright M, Martínez J, Íncera D. Assessing image-based sexual abuse: Measurement, prevalence, and temporal stability of sextortion and nonconsensual sexting ("revenge porn") among adolescents. J Adolesc 2022; 94:789-799. [PMID: 35719041 DOI: 10.1002/jad.12064] [Citation(s) in RCA: 14] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2022] [Accepted: 06/02/2022] [Indexed: 11/06/2022]
Abstract
INTRODUCTION The aim of this study is to develop a new measure of victimization and perpetration of two frequent forms of image-based sexual abuse, namely sextortion (i.e., the threat of distributing sexual images to pressure the victim into doing something) and nonconsensual sexting (i.e., distributing sexual images of someone without the consent of the victim). Additional aims were to analyze the prevalence of these forms of victimization and perpetration and to examine their temporal stability over a 1-year period. METHODS The sample was made up of 1820 Spanish adolescents (mean age = 13.38, SD = 1.42; 929 girls, 878 boys, 3 nonbinary, and 10 did not indicate gender) who completed self-report instruments on image-based sexual abuse and related variables (e.g., cyberbullying victimization). RESULTS Confirmatory factor analysis supported a structure composed of the four hypothesized factors: sextortion victimization and perpetration, and nonconsensual sexting victimization and perpetration. Higher sexting, cyberbullying victimization, and symptoms of depression and anxiety had stronger associations with image-based sexual victimization than with perpetration, which showed evidence of concurrent validity. Prevalence was 2.6% and 0.7% for sextortion victimization and perpetration, respectively, and 3.4% and 4.9% for nonconsensual sexting victimization and perpetration, respectively. Temporal stability over 1 year was .26 for sextortion victimization, .19 for nonconsensual sexting victimization, .33 for nonconsensual sexting perpetration (all ps < .001), and nonsignificant for sextortion perpetration. The stability of nonconsensual sexting victimization was significantly higher for girls compared to boys, whereas nonconsensual sexting perpetration was more stable over 1 year for boys. CONCLUSIONS Future studies must advance the analysis of the predictors and consequences of image-based sexual abuse among adolescents to better prevent this problem. Prevalence of sextortion and nonconsensual sexting is not negligible, and these problems should be particularly addressed in prevention programs.
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Affiliation(s)
- Manuel Gámez-Guadix
- Biological and Health Psychology Department, Universidad Autónoma de Madrid, Madrid, Spain
| | - Estibaliz Mateos-Pérez
- Department of Social Psychology and Methodology of Behavior Science, University of Basque Country, Leioa, Spain
| | - Sebastian Wachs
- Department of Educational Sciences, University of Potsdam, Potsdam, Germany
| | - Michelle Wright
- Department of Psychology, Child Study Center, Pennsylvania State University, State College, Pennsylvania, USA
| | - Jone Martínez
- Biological and Health Psychology Department, Universidad Autónoma de Madrid, Madrid, Spain
| | - Daniel Íncera
- Biological and Health Psychology Department, Universidad Autónoma de Madrid, Madrid, Spain
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Van Ryzin MJ, Roseth CJ. The Longitudinal Relationship Between Peer Relations and Empathy and their Joint Contribution to Reducing Bullying in Middle School: Findings from a Randomized Trial of Cooperative Learning. JOURNAL OF PREVENTION AND HEALTH PROMOTION 2022; 3:147-165. [PMID: 36818659 PMCID: PMC9934011 DOI: 10.1177/26320770221094032] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The positive peer relations arising from cooperative learning can contribute to the development of affective empathy, which in turn can reduce bullying (Van Ryzin & Roseth, 2019). However, from a theoretical perspective, the direction of effects between peer relations and empathy could be in the opposite direction, or bi-directional. In the current paper, we employed a process-oriented approach (i.e., cross-lag difference score modeling; McArdle, 2009) to investigate the longitudinal relationship between positive peer relations and affective empathy, as well as their joint effect on bullying. Using four waves of data from a cluster randomized trial including 15 middle schools (7 intervention and 8 control schools; N=1,890 students, 47.1% female, 75.2% White), we found a bi-directional or reciprocal relationship between peer relations and affective empathy, and change in both constructs predicted lower levels of bullying. Cooperative learning predicted positive change in peer relations and affective empathy, as well as lower levels of bullying. These results suggest that the structured social interactions that occur during cooperative learning can enhance student interpersonal relations, and simultaneously the experiential skill building of cooperative learning can contribute to a more profound understanding of the emotional states of others. These effects amplify one another and, in turn, significantly reduce bullying in middle school. Given that cooperative learning has already been demonstrated to enhance academic motivation and achievement (Roseth et al., 2008), we argue that cooperative learning offers an effective, attractive alternative to traditional curriculum-based bullying prevention programs (National Library of Medicine [NLM], NCT03119415).
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Coyle S, Cipra A, Rueger SY. Bullying types and roles in early adolescence: Latent classes of perpetrators and victims. J Sch Psychol 2021; 89:51-71. [PMID: 34836576 DOI: 10.1016/j.jsp.2021.09.003] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2020] [Revised: 05/19/2021] [Accepted: 09/15/2021] [Indexed: 01/01/2023]
Abstract
Although research has suggested that youth involved in bullying as victims, perpetrators, or both are at risk for negative outcomes, less work has investigated different patterns in how youth are involved in bullying with consideration for both the role (i.e., victimization and perpetration) as well as type of behaviors experienced (i.e., cyber, verbal, relational, and physical). Using Latent Class Analysis (LCA), the current study investigated patterns of bullying involvement with a sample of 799 middle school students. Results indicated that five classes of bully-involved youth emerged, including a (a) not involved class, (b) traditional bully victim class, (c) verbal bully-victim class, (d) traditional victim-only class, and (e) cyber bully-victim class. Notably, the bully-involved groups demonstrated significantly more internalizing, externalizing, and school related problems than youth not involved in bullying. Implications regarding identification of youth at risk for social and emotional challenges and intervention planning for bully involved youth are discussed.
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Affiliation(s)
- Samantha Coyle
- Montclair State University, Department of Psychology, Montclair, NJ 04043, United States of America.
| | - Alli Cipra
- Governors State University, Department of Psychology, University Park, IL 60484, United States of America.
| | - Sandra Yu Rueger
- Wheaton College, School of Psychology, Counseling, and Family Therapy, Wheaton, IL 60187, United States of America.
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Riffle LN, Kelly KM, Demaray ML, Malecki CE, Santuzzi AM, Rodriguez-Harris DJ, Emmons JD. Associations among bullying role behaviors and academic performance over the course of an academic year for boys and girls. J Sch Psychol 2021; 86:49-63. [PMID: 34051917 DOI: 10.1016/j.jsp.2021.03.002] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2019] [Revised: 11/30/2020] [Accepted: 03/14/2021] [Indexed: 12/30/2022]
Abstract
Although some research has evidenced a negative association between involvement in bullying and academic performance, more work is needed to understand the associations between academic performance and involvement in a more comprehensive range of bully role behaviors. The goals of the current study were to determine (a) the associations among a broader range of bully role behaviors (i.e., bullying, assisting, victimization, defending, and outsider behavior) and academic performance (i.e., grade point average; GPA), and (b) gender differences within these associations. The current study investigated these issues over the course of an academic year with 7794 students in middle through high school. Bullying behaviors were assessed in the fall and GPA data were gathered from school records from the spring of the same academic year. The results identified significant negative associations between bullying (b = -0.07, p = .001), assisting (b = -0.16, p < .001), victimization (b = -0.06, p < .001), and defending (b = -0.04, p < .001) with student GPA, whereas no significant association emerged for outsider behavior and GPA (b = -0.02, p = .13). In addition, several gender differences were found in these associations, including a stronger negative association between assisting and GPA for girls (b = -0.23, p = .001) than for boys (b = -0.08, p = .014) and a significant negative association between victimization and GPA for girls (b = -0.09, p < .001), but not boys (b = -0.02, p = .117). Differences in results across schools were also examined in an exploratory manner. The educational impact associated with bullying behaviors, limitations of the current study, and suggestions for future research are discussed.
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Affiliation(s)
- Logan N Riffle
- Department of Psychology, Northern Illinois University, USA.
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Raji IA, Bashir SS, Stephen AA, Umeokonkwo CD, Sufiyan MB, Abubakar AU, Sabitu K. Predictors of bullying perpetration among adolescents attending secondary schools in Sokoto Metropolis, Nigeria, 2019. Pan Afr Med J 2021; 39:49. [PMID: 34422172 PMCID: PMC8356924 DOI: 10.11604/pamj.2021.39.49.22690] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2020] [Accepted: 05/12/2021] [Indexed: 11/21/2022] Open
Abstract
INTRODUCTION bullying affects up to 85% of in-school adolescents in Nigeria. It presents a potentially serious threat to healthy adolescent development. Bullying has not been extensively studied in Nigeria and more so in northern Nigeria. Therefore, we investigated the types and predictors of bullying perpetration among adolescents in secondary schools. METHODS we conducted a cross-sectional study between January and March 2019. Using a multistage sampling technique, we recruited 390 adolescents. We estimated the prevalence and types of bullying perpetration, and we examined the predictors of bullying among the participants using chi-square and binary logistic regression at a 5% level of significance. RESULTS the mean age of adolescents was 15.2 ± 1.9 years. Majority of the participants 234 (60.0%) were in late adolescence (15-19 years), and 205 (52.6%) were males. The most prevalent type of bullying perpetrated was verbal [69.7%; 95% CI = 64.9-74.3%]. Overall, 307 [78.7%; 95% CI = 74.3-82.6%] had perpetrated at least one type of bullying. Male gender (adjusted Odds Ratio (aOR): 2.70; 95%CI = 1.43 - 5.10), attending a boarding school (aOR: 7.93, 95% CI = 2.91 - 21.58) and frequent parental conflicts (aOR: 5.23, 95% CI = 2.15 - 12.71) were independent predictors of bullying perpetration. CONCLUSION there is a high prevalence of bullying perpetration among adolescents in Sokoto metropolis, especially among males, those in boarding schools and those who experience frequent parental conflicts. We recommend that school principals should pay close attention to this behaviour and parents should be sensitized on the consequences of their domestic actions on their children.
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Affiliation(s)
- Ismail Abdullateef Raji
- Nigerian Field Epidemiology and Laboratory Training Program, 50 Haile Selassie Street, Asokoro, Abuja, Nigeria
- Department of Community Medicine, Usmanu Danfodiyo University Teaching Hospital, Sokoto, Nigeria
| | | | - Adebowale Ayo Stephen
- Department of Epidemiology and Medical Statistics, University of Ibadan, Ibadan, Nigeria
| | - Chukwuma David Umeokonkwo
- Nigerian Field Epidemiology and Laboratory Training Program, 50 Haile Selassie Street, Asokoro, Abuja, Nigeria
- Department of Community Medicine, Alex Ekwueme Federal University Teaching Hospital, Ebonyi, Nigeria
| | | | - Auwal Usman Abubakar
- Nigerian Field Epidemiology and Laboratory Training Program, 50 Haile Selassie Street, Asokoro, Abuja, Nigeria
- Department of Community Medicine, Usmanu Danfodiyo University Teaching Hospital, Sokoto, Nigeria
| | - Kabir Sabitu
- Department of Community Medicine, Ahmadu Bello University, Zaria, Nigeria
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Hébert M, Tremblay-Perreault A, Myre G. The Interplay of Depression and Hostile Attributions in the Link Between PTSD Symptoms and Peer Victimization in Child Victims of Sexual Abuse. Child Psychiatry Hum Dev 2021; 52:291-300. [PMID: 32504220 DOI: 10.1007/s10578-020-01011-7] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
Abstract
This study sought to test a serial mediation model in which depressive symptoms and hostile attributions mediate the relationship between post-traumatic stress symptoms and peer victimization in a sample of child victims of sexual abuse. Participants included 771 children aged 6 to 12 years old, consulting specialized intervention settings following disclosure of sexual abuse. Children completed questionnaires assessing their levels of post-traumatic stress symptoms, depressive symptoms and experiences of peer victimization in the school context. Vignettes were used to assess hostile attributions for instrumental and relational provocations. Results of the path analysis revealed that post-traumatic stress symptoms were associated with depressive symptoms, which were linked to greater hostile attributions for relational provocations, which were in turn associated to a greater likelihood of reporting peer victimization. Hostile attributions for instrumental provocations were not related to peer victimization.
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Affiliation(s)
- Martine Hébert
- Canada Research Chair in Interpersonal Traumas and Resilience, Department of Sexology, Université du Québec à Montréal, C.P. 8888 Succursale Centre-Ville, Montreal, Quebec, H3C 3P8, Canada.
| | | | - Gabrielle Myre
- Department of Psychology, Université du Québec à Montréal, Montreal, Quebec, Canada
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Epidemiology of Peer Victimization and its Impact on Health-Related Quality of Life in Adolescents: a Longitudinal Study. SCHOOL MENTAL HEALTH 2021. [DOI: 10.1007/s12310-021-09421-1] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
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Zhu Y, Xiao C, Chen Q, Wu Q, Zhu B. Health effects of repeated victimization among school-aged adolescents in six major cities in China. CHILD ABUSE & NEGLECT 2020; 108:104654. [PMID: 32822961 DOI: 10.1016/j.chiabu.2020.104654] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/26/2019] [Revised: 07/14/2020] [Accepted: 07/30/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Child victimization is a public health concern in China. Existing studies documented associations between victimization and negative health effects, while cumulative health effects of repeated victimization have attracted relatively little attention from scholars. OBJECTIVE To examine the health effects of various types of repeated victimization by using a large representative sample of school children in six major cities in China. PARTICIPANTS AND SETTING This study used data from a large representative sample of 18,452 Chinese adolescents aged 15-17 from six cities, Tianjin, Shenzhen, Shanghai, Xi'an, Wuhan, and Hong Kong. METHODS We carried out a two-stage data analysis in this study, including descriptive statistics to describe the prevalence of repeated victimization, and multiple analysis of variance (MANOVA) to examine the health consequences of repeated victimization. RESULTS 27.54% of respondents experienced one-time victimization, and 44.26% suffered repeated victimizations, and those adolescents with repeated victimization reported significantly higher levels of depression and lower levels of self-esteem and overall health when compared to those with one-time victimization and those without victimization experience. CONCLUSIONS Experiences of repeated victimization can have much stronger associations with negative health outcomes when compared to experiences of one-time victimization. Promoting awareness of both the severity and repetition of victimization and designing integrative screening tool could be meaningful strategies to address the issue of child victimization in China.
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Affiliation(s)
- Yuhong Zhu
- School of Sociology & Population Studies, Renmin University of China, Room 602, West Chongde Building, No. 59 Zhongguancun Street, Haidian District, Beijing, China.
| | - Chenyang Xiao
- School of Sociology & Population Studies, Renmin University of China, Room 602, West Chongde Building, No. 59 Zhongguancun Street, Haidian District, Beijing, China; Department of Sociology, American University, Washington, DC, 20016, USA.
| | - Qiqi Chen
- Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong.
| | - Qi Wu
- School of Social Work, Arizona State University. 411 N. Central Avenue, Suite 800, Phoenix, AZ, 85004-0689, USA.
| | - Bin Zhu
- School of Sociology & Population Studies, Renmin University of China, Room 602, West Chongde Building, No. 59 Zhongguancun Street, Haidian District, Beijing, China.
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Chrysanthou GM, Vasilakis C. Protecting the mental health of future adults: Disentangling the determinants of adolescent bullying victimisation. Soc Sci Med 2020; 253:112942. [DOI: 10.1016/j.socscimed.2020.112942] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2019] [Revised: 02/06/2020] [Accepted: 03/15/2020] [Indexed: 01/28/2023]
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Van Ryzin MJ, Roseth CJ. Cooperative Learning in Middle School: A Means to Improve Peer Relations and Reduce Victimization, Bullying, and Related Outcomes. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2018; 110:1192-1201. [PMID: 30911200 PMCID: PMC6430212 DOI: 10.1037/edu0000265] [Citation(s) in RCA: 57] [Impact Index Per Article: 9.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/22/2022]
Abstract
Peer victimization is a highly stressful experience that impacts up to a third of all adolescents and can contribute to a variety of negative outcomes, including elevated anxiety, depression, drug use, and delinquency, as well as reduced self-esteem, school attendance, and academic achievement. Current prevention approaches (e.g., the Olweus program) have a mixed record in American schools. We propose a new approach to prevention that leverages theory and research surrounding the social aspects of bullying and victimization, particularly peer relations. Our approach attempts to (1) break down the process of homophily among bullies, and (2) provide a mechanism by which socially isolated students can develop new friendships. Our approach asks teachers to increase opportunities for positive peer interaction through carefully structured, group-based learning activities in school (i.e., cooperative learning). We hypothesized that these positive peer interactions would result in reductions in bullying, victimization, perceived stress, and emotional problems, as well as increases in peer relatedness, among more marginalized students. Using a cluster randomized trial with 15 rural middle schools in the Pacific Northwest (N = 1,460 7th grade students), we found that cooperative learning significantly reduced bullying, victimization, and perceived stress for marginalized students (i.e., moderated effects), and reduced emotional problems and enhanced relatedness for all students (i.e., main effects). Given that cooperative learning has already been shown to enhance student engagement and achievement in prior research, our results demonstrate that cooperative learning can be a permanent, sustainable component of teacher training and school culture.
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Affiliation(s)
| | - Cary J Roseth
- Michigan State University, College of Education, East Lansing, MI
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Does peer victimization predict low self-esteem, or does low self-esteem predict peer victimization? Meta-analyses on longitudinal studies. DEVELOPMENTAL REVIEW 2018. [DOI: 10.1016/j.dr.2018.07.001] [Citation(s) in RCA: 58] [Impact Index Per Article: 9.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Gini G, Card NA, Pozzoli T. A meta-analysis of the differential relations of traditional and cyber-victimization with internalizing problems. Aggress Behav 2018; 44:185-198. [PMID: 29160943 DOI: 10.1002/ab.21742] [Citation(s) in RCA: 76] [Impact Index Per Article: 12.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2016] [Revised: 10/16/2017] [Accepted: 10/16/2017] [Indexed: 12/21/2022]
Abstract
This meta-analysis examined the associations between cyber-victimization and internalizing problems controlling for the occurrence of traditional victimization. Twenty independent samples with a total of 90,877 participants were included. Results confirmed the significant intercorrelation between traditional and cyber-victimization (r = .43). They both have medium-to-large bivariate correlations with internalizing problems. Traditional victimization (sr = .22) and cyber-victimization (sr = .12) were also uniquely related to internalizing problems. The difference in the relations between each type of victimization and internalizing problems was small (differential d = .06) and not statistically significant (p = .053). Moderation of these effect sizes by sample characteristics (e.g., age and proportion of girls) and study features (e.g., whether a definition of bullying was provided to participants and the time frame used as reference) was investigated. Results are discussed within the extant literature on cyber-aggression and cyber-victimization and future directions are proposed.
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Affiliation(s)
- Gianluca Gini
- Department of Developmental and Social Psychology, University of Padua, Padova, Italy
| | - Noel A Card
- University of Connecticut, Storrs, Connecticut
| | - Tiziana Pozzoli
- Department of Developmental and Social Psychology, University of Padua, Padova, Italy
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Jenkins LN, Fredrick SS, Wenger J. Peer victimization and social-emotional outcomes: The role of teacher and peer support. Aggress Behav 2018; 44:176-184. [PMID: 29131349 DOI: 10.1002/ab.21741] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2016] [Revised: 10/05/2017] [Accepted: 10/05/2017] [Indexed: 11/07/2022]
Abstract
The relation between peer victimization, risk of social, emotional, and behavioral difficulties, and school-based sources of social support for students in elementary and middle school were examined. Participants included 656 students in third to eighth grade from one school district. Results indicated that peer support mediated the relation between peer victimization and risk of social, emotional, and behavioral difficulties, but teacher support did not mediate this relation. Conditional indirect effects analyses revealed that the indirect effect of peer support varied as a function of school level (i.e., intermediate and middle school). The implications and limitations of the current study are discussed, as well as directions for future research.
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Affiliation(s)
- Lyndsay N. Jenkins
- Department of Educational Psychology and Learning Systems; Florida State University; Tallahassee Florida
| | | | - Jordan Wenger
- Department of Psychology; Eastern Illinois University; Charleston Illinois
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Marino C, Gini G, Vieno A, Spada MM. The associations between problematic Facebook use, psychological distress and well-being among adolescents and young adults: A systematic review and meta-analysis. J Affect Disord 2018; 226:274-281. [PMID: 29024900 DOI: 10.1016/j.jad.2017.10.007] [Citation(s) in RCA: 205] [Impact Index Per Article: 34.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/03/2017] [Revised: 09/15/2017] [Accepted: 10/01/2017] [Indexed: 10/18/2022]
Abstract
BACKGROUND A growing body of research has analyzed the potential risks of problematic Facebook use for mental health and well-being. The current meta-analysis is the first to examine the associations between problematic Facebook use, psychological distress (i.e., depression, anxiety, etc.) and well-being (life satisfaction, positive mental health) among adolescents and young adults. METHOD A comprehensive search strategy identified relevant studies in PsychInfo, Pubmed, Scopus, ResearchGate, and Google Scholar. RESULTS The final sample included 23 independent samples with a total of 13,929 participants (60.7% females; Mage= 21.93, range: 16.5-32.4). Results of random effects meta-analysis confirmed a positive correlation between problematic Facebook use and psychological distress (r = .34, 95% CI [.28, .39]). Moderation analysis revealed that effect sizes were larger in older samples. Moreover, a negative correlation between problematic Facebook use and well-being was observed (r = -.22, 95% CI [-.28, -.15]). LIMITATIONS All available studies used a cross-sectional design thus hampering the possibility to establish the direction of the association between problematic Facebook use and psychological distress and well-being. CONCLUSIONS Results are discussed within the extant literature on problematic Facebook use and future research directions are proposed. This research may also inform clinical and prevention interventions on problematic Facebook use.
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Affiliation(s)
- Claudia Marino
- Dipartimento di Psicologia dello Sviluppo e della Socializzazione, Università degli Studi di Padova, Padova, Italy; Division of Psychology, School of Applied Sciences, London South Bank University, London, UK.
| | - Gianluca Gini
- Dipartimento di Psicologia dello Sviluppo e della Socializzazione, Università degli Studi di Padova, Padova, Italy
| | - Alessio Vieno
- Dipartimento di Psicologia dello Sviluppo e della Socializzazione, Università degli Studi di Padova, Padova, Italy
| | - Marcantonio M Spada
- Division of Psychology, School of Applied Sciences, London South Bank University, London, UK
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Fry D, Fang X, Elliott S, Casey T, Zheng X, Li J, Florian L, McCluskey G. The relationships between violence in childhood and educational outcomes: A global systematic review and meta-analysis. CHILD ABUSE & NEGLECT 2018; 75:6-28. [PMID: 28711191 DOI: 10.1016/j.chiabu.2017.06.021] [Citation(s) in RCA: 89] [Impact Index Per Article: 14.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/20/2017] [Revised: 06/19/2017] [Accepted: 06/20/2017] [Indexed: 05/13/2023]
Abstract
This is the first study to estimate the association globally between violence in childhood on educational outcomes, addressing a significant gap in the current evidence base. Systematic reviews and meta-analyses were conducted to identify 67 and 43 studies respectively from 21 countries to estimate the relationship between different types of violence in childhood on educational outcomes including school dropout/graduation, school absence, academic achievement and other educational outcomes such as grade retention, learning outcomes and remedial classes. Findings show that all forms of violence in childhood have a significant impact on educational outcomes. Children who have experienced any form of violence in childhood have a 13% predicted probability that they will not graduate from school. Males who are bullied are nearly three times more likely to be absent from school and girls who have experienced sexual violence have a three-fold increased risk of being absent, AOR 2.912, 95% CI (0.904-4.92) and AOR 3.147, 95% CI (0.033-4.57) respectively. Violence in childhood also has a significant impact on children's academic achievement on standardized tests. This study shows how different forms of violence in childhood contribute to inequalities in education-for both boys and girls and that an increased investment in prevention is needed in order to meet the global Sustainable Development Goals of ending violence, raising learning outcomes and creating safe, non-violent and inclusive learning environments. More work is also needed to further define, monitor and measure the link between violence in childhood and educational outcomes in order to achieve the Sustainable Development Goals.
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Affiliation(s)
- Deborah Fry
- Moray House School of Education, Holyrood Road, University of Edinburgh, Edinburgh, Scotland, UK.
| | - Xiangming Fang
- College of Economics and Management, China Agricultural University, No. 17 Qinghuadong Road, Haidian District, Beijing, 100083, China; School of Public Health, 140 Decatur Street, Georgia State University, Atlanta, GA 30302, USA
| | - Stuart Elliott
- Centre for Population Health Sciences, Medical School, Teviot Place, Central Campus, Edinburgh EH8 9AG, Scotland, UK
| | - Tabitha Casey
- Moray House School of Education, Holyrood Road, University of Edinburgh, Edinburgh, Scotland, UK
| | - Xiaodong Zheng
- College of Economics and Management, China Agricultural University, No. 17 Qinghuadong Road, Haidian District, Beijing, 100083, China
| | - Jiaoyuan Li
- College of Economics and Management, China Agricultural University, No. 17 Qinghuadong Road, Haidian District, Beijing, 100083, China
| | - Lani Florian
- Moray House School of Education, Holyrood Road, University of Edinburgh, Edinburgh, Scotland, UK
| | - Gillean McCluskey
- Moray House School of Education, Holyrood Road, University of Edinburgh, Edinburgh, Scotland, UK
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Veiga Simão AM, Ferreira PC, Freire I, Caetano AP, Martins MJ, Vieira C. Adolescent cybervictimization - Who they turn to and their perceived school climate. J Adolesc 2017; 58:12-23. [PMID: 28475930 DOI: 10.1016/j.adolescence.2017.04.009] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2016] [Revised: 04/21/2017] [Accepted: 04/23/2017] [Indexed: 10/19/2022]
Abstract
The purpose of this study was to understand how adolescent cybervictims perceive their school climate and whether telling school community members, such as teachers, play a significant role in these perceptions. Another objective was to understand whether age and gender played a significant role in the relation between whom cybervictims told and their perceived school climate. The Cybervictims Scale for Adolescents and Children and the Perceived School Climate Scale were applied to 3525 Portuguese students of whom 218 were cybervictims attending 6th, 8th, and 11th grades. Results showed that even though adolescent cybervictims reported cybervictimization more to friends and parents, those who told teachers about their experience, tended to report more positive perceptions of their school climate. Gender and age did not play a significant role in the relationship between cybervictimization and perceived school climate. Implications of the findings are discussed with regards to the role of teachers and in-service training in preventing cyberbullying.
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Affiliation(s)
- A M Veiga Simão
- CICPSI, Faculty of Psychology, University of Lisbon, Lisbon, Portugal.
| | - P Costa Ferreira
- CICPSI, Faculty of Psychology, University of Lisbon, Lisbon, Portugal; INESC-ID, Institute of Systems and Computer Engineering, Research and Development, Instituto Superior Técnico, Lisbon, Portugal.
| | - I Freire
- Institute of Education, University of Lisbon, Lisbon, Portugal.
| | - A P Caetano
- Institute of Education, University of Lisbon, Lisbon, Portugal.
| | - M J Martins
- College of Education of the Polytechnic Institute of Portalegre, Portalegre, Portugal.
| | - C Vieira
- Faculty of Psychology and Education Sciences, University of Coimbra, Coimbra, Portugal.
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Rosen LH, Beron KJ, Underwood MK. Social Victimization Trajectories From Middle Childhood Through Late Adolescence. SOCIAL DEVELOPMENT 2017; 26:227-247. [PMID: 28408789 PMCID: PMC5386506 DOI: 10.1111/sode.12185] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Social victimization refers to being targeted by behaviors intended to harm one's social status or relationships (Underwood, 2003), including malicious gossip, friendship manipulation, and social exclusion (both verbal and non-verbal). The current study examined social victimization experiences longitudinally from middle childhood through late adolescence. Participants (N = 273, 139 females) reported on their social victimization experiences in grades 4-11 (ages 9 to 16 years). Using mixture (group-based) modeling, four social victimization trajectories were identified: low, medium decreasing, medium increasing, and elevated. High parent-child relationship quality decreased the odds of being in the elevated group compared to the low group; however, parent-child relationship quality was no longer a significant predictor when emotional dysfunction was added to the model. Higher emotional dysfunction and male gender increased the odds of being in the elevated group and medium increaser group relative to the low group even after controlling for parent-child relationship quality. Implications for intervention and future research directions are discussed.
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Continued Bullying Victimization in Adolescents: Maladaptive Schemas as a Mediational Mechanism. J Youth Adolesc 2017; 47:650-660. [DOI: 10.1007/s10964-017-0677-5] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2017] [Accepted: 04/17/2017] [Indexed: 10/19/2022]
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Pouwels JL, Salmivalli C, Saarento S, van den Berg YHM, Lansu TAM, Cillessen AHN. Predicting Adolescents’ Bullying Participation from Developmental Trajectories of Social Status and Behavior. Child Dev 2017; 89:1157-1176. [DOI: 10.1111/cdev.12794] [Citation(s) in RCA: 40] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Trends in bullying victimization in Scottish adolescents 1994-2014: changing associations with mental well-being. Int J Public Health 2017; 62:639-646. [PMID: 28299390 PMCID: PMC5487886 DOI: 10.1007/s00038-017-0965-6] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2016] [Revised: 02/27/2017] [Accepted: 02/27/2017] [Indexed: 11/17/2022] Open
Abstract
Objectives Bullying victimization among schoolchildren is a major public health concern. This paper aims to analyse the changing associations over two decades between bullying victimization and mental well-being in a representative Scottish schoolchildren sample. Methods Data were collected in six rounds of the cross-sectional Health Behaviour in School-aged Children study in Scotland, with 42,312 adolescents (aged 11, 13 and 15 years). Logistic and linear regressions were used to examine changes in the association between bullying victimization and mental well-being. Results The prevalence of bullying victimization rates in Scotland increased between 1994 and 2014 for most age–gender groups, apart from 13-year-old boys and 15-year-old girls. Over time, female victims reported less confidence and happiness and more psychological complaints than their non-bullied counterparts. This worsening effect over time was not observed in boys. Conclusions Overall, our evidence indicates that the associations between bullying victimization and poor mental well-being strengthened overtime for bullied girls. This finding might partly explain the observed deterioration in mental health indicators among Scottish adolescent girls. Electronic supplementary material The online version of this article (doi:10.1007/s00038-017-0965-6) contains supplementary material, which is available to authorized users.
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Sheppard CS, Giletta M, Prinstein MJ. Peer Victimization Trajectories at the Adolescent Transition: Associations Among Chronic Victimization, Peer-Reported Status, and Adjustment. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY 2016; 48:218-227. [DOI: 10.1080/15374416.2016.1261713] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
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Davidson AJ, Walton MD, Kansal B, Cohen R. Narrative skills predict peer adjustment across elementary school years. SOCIAL DEVELOPMENT 2016. [DOI: 10.1111/sode.12219] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
- Alice J. Davidson
- Department of Psychology; Rollins College; Winter Park Florida 32789 USA
| | - Marsha D. Walton
- Department of Psychology; Rhodes College; Memphis Tennessee 38112 USA
| | - Bhavna Kansal
- Department of Psychology; Rhodes College; Memphis Tennessee 38112 USA
| | - Robert Cohen
- Department of Psychology; University of Memphis; Memphis Tennessee 38152 USA
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Lee Y, Liu X, Watson MW. The Timing Effect of Bullying in Childhood and Adolescence on Developmental Trajectories of Externalizing Behaviors. JOURNAL OF INTERPERSONAL VIOLENCE 2016; 31:2775-2800. [PMID: 25900912 DOI: 10.1177/0886260515581908] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
This longitudinal study investigated the timing effect of bullying on developmental trajectories of externalizing behaviors from middle childhood to adolescence. We focused on the relation of (a) only an early experience of bullying (i.e., desisters) to subsequent externalizing behaviors in adolescence and (b) only a late experience of bullying (i.e., late-onsetters) to the concurrent externalizing behaviors in adolescence. Their trajectories of externalizing behaviors were compared with the persisters and to the non-experience group. Individual growth curve modeling was conducted using 440 child-mother dyads from the Springfield Child Development Project, a community-representative, longitudinal study over a 6-year period that included four time interviews. We modeled the changes in child aggression and delinquency from 7 to 19 years of age as a function of bully status group. Results indicated that the levels of aggression and delinquency for the desisters decreased over time (with the cessation of bullying in adolescence) and were significantly lower than those of the persisters and similar to those of the non-involved group at the end of the trajectory (cessation effect). For the late-onsetters, the level of delinquency increased over time (with the onset of bullying behaviors in adolescence) and were significantly higher than those of the non-involved group and similar to those of the persisters at the end of the trajectory (onset effect). The aggression for the late-onsetters, however, did not support the onset effect. This study implies that we need to pay more attention to intervening for late-onset.
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Affiliation(s)
- Yoona Lee
- Brandeis University, Waltham, MA, USA
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Calvete E, Orue I, Gamez-Guadix M. Do extraversion and neuroticism moderate the association between bullying victimization and internalizing symptoms? A three-wave longitudinal study. J Sch Psychol 2016; 56:1-11. [DOI: 10.1016/j.jsp.2016.02.003] [Citation(s) in RCA: 52] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2015] [Revised: 11/02/2015] [Accepted: 02/27/2016] [Indexed: 11/15/2022]
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Pouwels JL, Souren PM, Lansu TA, Cillessen AH. Stability of peer victimization: A meta-analysis of longitudinal research. DEVELOPMENTAL REVIEW 2016. [DOI: 10.1016/j.dr.2016.01.001] [Citation(s) in RCA: 57] [Impact Index Per Article: 7.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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A longitudinal study of 340 young people with or without a visible difference: The impact of teasing on self-perceptions of appearance and depressive symptoms. Body Image 2016; 16:133-42. [PMID: 26828822 DOI: 10.1016/j.bodyim.2016.01.003] [Citation(s) in RCA: 28] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/15/2015] [Revised: 12/30/2015] [Accepted: 01/04/2016] [Indexed: 11/22/2022]
Abstract
Previous research in both the general population and in those with a visible facial difference has identified potential associations between teasing, dissatisfaction with appearance and emotional distress. However, most studies are based on cross-sectional and retrospective methodology, restricting the interpretation of findings. The present study explored the longitudinal impact of perceived teasing on satisfaction with appearance and depressive symptoms in young people with and without a visible congenital condition. Routine psychological assessments were conducted at ages 10 and 16 years (N=340). Experiences of teasing after the age of 10 significantly impacted on appearance evaluations and depressive symptoms in adolescent females. The impact of teasing on adolescent males was possibly counteracted by reports of more positive social experiences. Early identification of perceived teasing in all children to prevent the development of emotional problems and dissatisfaction with appearance is of vital importance.
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Cho RM, Choi J. Social-psychological and educational outcomes associated with peer victimization among Korean adolescents. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2016. [DOI: 10.1177/0165025416631832] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
This study examines the effects of peer victimization by verbal, physical, and relational bullying on Korean adolescents’ self-worth, disconnect to peers, school engagement, and academic achievement. A two-year longitudinal survey on 3,266 sixth-graders attending school in Seoul, Korea was used. Multivariate regression results controlling for socio-demographic characteristics as well as initial levels of outcome indicated that youth bullied by their peers experienced greater difficulties than non-bullied peers in terms of self-worth, disconnect to peers, school engagement, and academic achievement. Results revealed that youth experiencing relational bullying suffered from large negative effects on all four adjustment outcomes and that the negative effects of bullying were generally limited to the period of victimization with little evidence for chronicity effects. Limitations as well as policy implications are further discussed.
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Gámez-Guadix M, Gini G, Calvete E. Stability of cyberbullying victimization among adolescents: Prevalence and association with bully–victim status and psychosocial adjustment. COMPUTERS IN HUMAN BEHAVIOR 2015. [DOI: 10.1016/j.chb.2015.07.007] [Citation(s) in RCA: 45] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Fridh M, Lindström M, Rosvall M. Subjective health complaints in adolescent victims of cyber harassment: moderation through support from parents/friends - a Swedish population-based study. BMC Public Health 2015; 15:949. [PMID: 26399422 PMCID: PMC4581473 DOI: 10.1186/s12889-015-2239-7] [Citation(s) in RCA: 38] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2014] [Accepted: 09/07/2015] [Indexed: 11/21/2022] Open
Abstract
Background Victimization in cyberspace has emerged as a new public health issue among the young. The main purpose of this study was to analyze associations between cyber victimization defined as cyber harassment (CH) (a somewhat broader concept than cyberbullying) and subjective health complaints (SHC), to study whether these associations were modified by parental/friend support (measured as communication), and to explore the influence of traditional bullying victimization (TBV) on the association between CH and SHC. Methods The study population consisted of 8544 students in 9th grade (around 15 years old) who participated in the 2012 Scania public health survey of children and adolescents. The survey was a cross-sectional total-population study conducted in school, with a response rate of 83 %. Main and interaction (stress-buffering) effects of social support on the relationship between CH and SCH were investigated by hierarchical multiple linear regression analyses, adjusted for potential confounders, including TBV. Results The past-year prevalence of CH (once or several times) was 14 % among boys and 20 % among girls. Having been cyber harassed once or several times during the past year was associated with higher levels of SHC, controlling for age, parental occupation, parental origin, daily smoking, intense alcohol consumption, and disability. Among both boys and girls, the associations were stronger for CH occurring several times than for CH occurring only once. Main effects of parental/friend support were seen for both boys and girls, while stress-buffering effects were indicated for boys only. Additional analysis further adjusting for TBV did not change the associations substantially, indicating that CH has an effect of its own on SHC. Conclusion Intervention programs aimed at improving the quality of peer and family relationships among children and adolescents might reduce the incidence of both cyber harassment and traditional bullying and lower the prevalence of psychosomatic complaints. Electronic supplementary material The online version of this article (doi:10.1186/s12889-015-2239-7) contains supplementary material, which is available to authorized users.
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Affiliation(s)
- Maria Fridh
- Department of Clinical Sciences, Social Medicine and Health Policy, CRC, Jan Waldenströmsgata 35, Malmö University Hospital, Lund University, SE-205 02, Malmö, Sweden.
| | - Martin Lindström
- Department of Clinical Sciences, Social Medicine and Health Policy, CRC, Jan Waldenströmsgata 35, Malmö University Hospital, Lund University, SE-205 02, Malmö, Sweden. .,Centre for Economic Demography, Lund University School of Economics and Management, SE-220 07, Lund, Sweden.
| | - Maria Rosvall
- Department of Clinical Sciences, Social Medicine and Health Policy, CRC, Jan Waldenströmsgata 35, Malmö University Hospital, Lund University, SE-205 02, Malmö, Sweden. .,Centre for Economic Demography, Lund University School of Economics and Management, SE-220 07, Lund, Sweden.
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Bullying in medically fragile youth: a review of risks, protective factors, and recommendations for medical providers. J Dev Behav Pediatr 2015; 36:285-301. [PMID: 25923529 DOI: 10.1097/dbp.0000000000000155] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/22/2023]
Abstract
Bullying is a common child and adolescent phenomenon that has concurrent and long-term implications for victims' psychological, psychosomatic, social, and academic functioning. Youth with chronic illnesses are at increased risk for being bullied, but few studies have evaluated specific risk and protective factors for medically fragile youth. Despite recommendations by the American Academy of Pediatrics and the Society for Adolescent Medicine that pediatric health care providers should contribute to bullying prevention and intervention efforts, researchers also have yet to identify the best ways for providers to intervene with medically fragile youth. In this article, the authors review risk and protective factors for bullying among healthy samples. Then, the authors specifically address the ways in which these risk and protective factors are likely to apply to children with fragile medical conditions, and they provide summaries of extant bullying research for selected examples of medically fragile pediatric populations. Finally, the authors present recommendations for intervening with medically fragile youth and suggest several areas in which additional research is needed.
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Vitoroulis I, Vaillancourt T. Meta-analytic results of ethnic group differences in peer victimization. Aggress Behav 2015; 41:149-70. [PMID: 27539935 DOI: 10.1002/ab.21564] [Citation(s) in RCA: 56] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/24/2013] [Accepted: 10/01/2014] [Indexed: 11/09/2022]
Abstract
Research on the prevalence of peer victimization across ethnicities indicates that no one group is consistently at higher risk. In the present two meta-analyses representing 692,548 children and adolescents (age 6-18 years), we examined ethnic group differences in peer victimization at school by including studies with (a) ethnic majority-minority group comparisons (k = 24), and (b) White and Black, Hispanic, Asian, and Aboriginal comparisons (k = 81). Methodological moderating effects (measure type, definition of bullying, publication type and year, age, and country) were examined in both analyses. Using Cohen's d, results indicated a null effect size for the ethnic majority-minority group comparison. Moderator analyses indicated that ethnic majority youth experienced more peer victimization than ethnic minorities in the US (d = .23). The analysis on multiple group comparisons between White and Black (d = .02), Hispanic (d = .08), Asian (d = .05), Aboriginal (d = -.02) and Biracial (d = -.05) groups indicated small effect sizes. Overall, results from the main and moderator analyses yielded small effects of ethnicity, suggesting that ethnicity assessed as a demographic variable is not an adequate indicator for addressing ethnic group differences in peer victimization. Although few notable differences were found between White and non-White groups regarding rates of peer victimization, certain societal and methodological limitations in the assessment of peer victimization may underestimate differences between ethnicities. Aggr. Behav. Aggr. Behav. 42:149-170, 2015. © 2014 Wiley Periodicals, Inc.
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Affiliation(s)
- Irene Vitoroulis
- School of Psychology; Faculty of Social Studies; University of Ottawa; Ottawa Ontario Canada
| | - Tracy Vaillancourt
- School of Psychology; Faculty of Social Studies; University of Ottawa; Ottawa Ontario Canada
- Counselling; Faculty of Education; University of Ottawa; Ottawa Ontario Canada
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Baly MW, Cornell DG, Lovegrove P. A LONGITUDINAL INVESTIGATION OF SELF- AND PEER REPORTS OF BULLYING VICTIMIZATION ACROSS MIDDLE SCHOOL. PSYCHOLOGY IN THE SCHOOLS 2014. [DOI: 10.1002/pits.21747] [Citation(s) in RCA: 35] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
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Vaillancourt T. Do human females use indirect aggression as an intrasexual competition strategy? Philos Trans R Soc Lond B Biol Sci 2013; 368:20130080. [PMID: 24167310 PMCID: PMC3826209 DOI: 10.1098/rstb.2013.0080] [Citation(s) in RCA: 112] [Impact Index Per Article: 10.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022] Open
Abstract
Indirect aggression includes behaviours such as criticizing a competitor's appearance, spreading rumours about a person's sexual behaviour and social exclusion. Human females have a particular proclivity for using indirect aggression, which is typically directed at other females, especially attractive and sexually available females, in the context of intrasexual competition for mates. Indirect aggression is an effective intrasexual competition strategy. It is associated with a diminished willingness to compete on the part of victims and with greater dating and sexual behaviour among those who perpetrate the aggression.
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Affiliation(s)
- Tracy Vaillancourt
- Counselling, Faculty of Education and School of Psychology, Faculty of Social Sciences, University of Ottawa, Ottawa, Ontario, Canada K1N 6N5
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Vaillancourt T, Brittain HL, McDougall P, Duku E. Longitudinal Links Between Childhood Peer Victimization, Internalizing and Externalizing Problems, and Academic Functioning: Developmental Cascades. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2013; 41:1203-15. [DOI: 10.1007/s10802-013-9781-5] [Citation(s) in RCA: 177] [Impact Index Per Article: 16.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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46
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The Unique and Interactive Contributions of Peer Victimization and Teacher-Child Relationships to Children’s School Adjustment. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2013; 41:1191-202. [DOI: 10.1007/s10802-013-9776-2] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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47
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Bilsky SA, Cole DA, Dukewich TL, Martin NC, Sinclair KR, Tran CV, Roeder KM, Felton JW, Tilghman-Osborne C, Weitlauf AS, Maxwell MA. Does supportive parenting mitigate the longitudinal effects of peer victimization on depressive thoughts and symptoms in children? JOURNAL OF ABNORMAL PSYCHOLOGY 2013; 122:406-19. [PMID: 23713500 PMCID: PMC4119806 DOI: 10.1037/a0032501] [Citation(s) in RCA: 47] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/13/2023]
Abstract
Cohen and Wills (Cohen, S., & Wills, T. A., 1985, Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98, 310-357) described two broad models whereby social support could mitigate the deleterious effects of stress on health: a main effect model and stress-buffering model. A specific application of these models was tested in a three-wave, multimethod study of 1888 children to assess ways parental support (social support) mitigates the effects of peer victimization (stress) on children's depressive symptoms and depression-related cognitions (health-related outcomes). Results revealed that (a) both supportive parenting and peer victimization had main effects on depressive symptoms and cognitions; (b) supportive parenting and peer victimization did not interact in the prediction of depressive thoughts and symptoms; (c) these results generalized across age and gender; and (d) increases in depressive symptoms were related to later reduction of supportive parenting and later increase in peer victimization. Although supportive parenting did not moderate the adverse outcomes associated with peer victimization, results show that its main effect can counterbalance or offset these effects to some degree. Implications for practice and future research are discussed.
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Affiliation(s)
- Sarah A Bilsky
- Department of Psychology and Human Development, Vanderbilt University, Nashville, TN 37203-5721, USA
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The effect of classroom structure on verbal and physical aggression among peers: A short-term longitudinal study. J Sch Psychol 2013; 51:159-74. [DOI: 10.1016/j.jsp.2012.10.003] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/24/2011] [Revised: 10/15/2012] [Accepted: 10/27/2012] [Indexed: 11/23/2022]
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