Does the classroom context moderate the effects of internalizing problems and peer status on peer victimization? Testing a vulnerability-by-context model.
Claire F Garandeau, Sarah T Malamut, Lydia Laninga-Wijnen, Christina Salmivalli
{"title":"Does the classroom context moderate the effects of internalizing problems and peer status on peer victimization? Testing a vulnerability-by-context model.","authors":"Claire F Garandeau, Sarah T Malamut, Lydia Laninga-Wijnen, Christina Salmivalli","doi":"10.1177/01650254251333684","DOIUrl":null,"url":null,"abstract":"<p><p>This two-wave study investigated whether the concurrent and prospective effects of internalizing symptoms and peer status (being liked/disliked) on peer-reported and self-reported victimization were moderated by the classroom prevalence of internalizing symptoms and peer status, respectively, and by classroom size. Multilevel regression analyses were conducted with data collected from 2,641 Finnish secondary school students (<i>M</i> <sub>age</sub> = 13.71; 48.8% girls) at the beginning (September 2022) and in the middle of the school year (January 2023). Concurrently, higher levels of internalizing problems and lower status were associated with higher peer-reported and self-reported victimization, but these associations were not moderated by the classroom prevalence of these individual characteristics nor by classroom size. Longitudinally, higher levels of internalizing problems and lower status predicted more self-reported victimization 5 months later, but only lower status predicted higher peer-reported victimization over time. No moderating effect of the classroom features of interest were found.</p>","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":"49 6","pages":"594-604"},"PeriodicalIF":2.2000,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12664671/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Behavioral Development","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1177/01650254251333684","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/11/1 0:00:00","PubModel":"eCollection","JCR":"Q2","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
引用次数: 0
Abstract
This two-wave study investigated whether the concurrent and prospective effects of internalizing symptoms and peer status (being liked/disliked) on peer-reported and self-reported victimization were moderated by the classroom prevalence of internalizing symptoms and peer status, respectively, and by classroom size. Multilevel regression analyses were conducted with data collected from 2,641 Finnish secondary school students (Mage = 13.71; 48.8% girls) at the beginning (September 2022) and in the middle of the school year (January 2023). Concurrently, higher levels of internalizing problems and lower status were associated with higher peer-reported and self-reported victimization, but these associations were not moderated by the classroom prevalence of these individual characteristics nor by classroom size. Longitudinally, higher levels of internalizing problems and lower status predicted more self-reported victimization 5 months later, but only lower status predicted higher peer-reported victimization over time. No moderating effect of the classroom features of interest were found.
期刊介绍：
The International Journal of Behavioral Development is the official journal of the International Society for the Study of Behavioural Development, which exists to promote the discovery, dissemination and application of knowledge about developmental processes at all stages of the life span - infancy, childhood, adolescence, adulthood and old age. The Journal is already the leading international outlet devoted to reporting interdisciplinary research on behavioural development, and has now, in response to the rapidly developing fields of behavioural genetics, neuroscience and developmental psychopathology, expanded its scope to these and other related new domains of scholarship. In this way, it provides a truly world-wide platform for researchers which can facilitate a greater integrated lifespan perspective. In addition to original empirical research, the Journal also publishes theoretical and review papers, methodological papers, and other work of scientific interest that represents a significant advance in the understanding of any aspect of behavioural development. The Journal also publishes papers on behaviour development research within or across particular geographical regions. Papers are therefore considered from a wide range of disciplines, covering all aspects of the lifespan. Articles on topics of eminent current interest, such as research on the later life phases, biological processes in behaviour development, cross-national, and cross-cultural issues, and interdisciplinary research in general, are particularly welcome.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
