(In)Congruence Effect of Individual and Classroom Victimization on Internalizing Problems: Examine Healthy Context Paradox Using Response Surface Analysis.

Abstract

Previous research on Healthy Context Paradox has focused on how classroom environment shapes the emotional consequences (e.g., anxiety and depression) of bullying victimization, while limited attention to individual characteristics (e.g., psychological resilience) as potential moderators. Additionally, a better understanding Healthy Context Paradox mechanism requires assessing nonlinear effects of individual and classroom victimization on adolescents' internalizing problems. This study collected longitudinal data from 1029 adolescents over a 20-month period (Time 1: N = 1358, 49.5% girls, Mage ± SD = 12.38 ± 0.53; Time 2: N = 1029, 54.3% girls, Mage ± SD = 12.37 ± 0.49). Polynomial regression and multilevel average response surface analysis showed a linear effect, with higher level in individual and classroom victimization predicted worse outcomes. Moderated response surface analysis revealed that at low resilience level, greater incongruence between individual and classroom victimization predicted more internalizing problems, but this association became non-significant at high resilience level. These findings extended the Healthy Context Paradox and inform interventions to mitigate negative psychological outcomes among victims in seemingly healthy environments.