The Importance of Context for Multi-informant Assessment of Peer Victimization

IF 1.2 4区心理学 Q4 PSYCHOLOGY, DEVELOPMENTAL

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2022-07-01 DOI:10.1353/mpq.2022.0012

C. Sheppard, Kristen F. Peairs, M. Prinstein, M. Putallaz, J. Kupersmidt, J. Coie

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引用次数: 0

Abstract

Abstract:Peer victimization has been assessed by using various methods, with little attention to methodological variance. Peer victimization assessments of 238 girls (M age = 9.77 years; 50% Black, 50% White) made by peers, teachers, and self in school, and peers and observers in afterschool playgroups, enabled examination of context and reporter effects on measurement. Results underscored the importance of context: (1) Victimization reported by informants in the same context (i.e., teachers and peers in school setting, and peers and observers in playgroup setting) correlated more strongly than with self-reported victimization. (2) Informant ratings of victimization made within similar contexts (school and afterschool playgroups) showed higher agreement than those made in different contexts (school vs. playgroups) even if the same reporter was used across both contexts (peer report in schools and peer report in playgroups). (3) Teacher-reported victimization was more strongly associated with objective academic outcomes than were peer-, self-, or observer-reported victimization, due to the shared academic context.

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情境对同伴受害多线索评估的重要性

摘要:同伴受害的评估方法多种多样，但对方法差异的关注较少。238名女童(M年龄= 9.77岁)同伴受害评估;(50%黑人，50%白人)，由学校的同伴、老师和自己，以及课后游戏小组的同伴和观察者所做，可以检验情境和报告对测量的影响。结果强调了环境的重要性:(1)在相同的环境中(即学校环境中的教师和同伴，以及游戏组环境中的同伴和观察者)，举报人报告的受害情况比自我报告的受害情况相关性更强。(2)在相似的情境(学校和课外游戏小组)中对受害情况进行的举报人评分比在不同的情境(学校和游戏小组)中进行的举报人评分显示出更高的一致性，即使在两种情境(学校的同伴报告和游戏小组的同伴报告)中使用相同的报告人。(3)由于共同的学术背景，教师报告的受害与客观学术成果的关系比同伴、自我或观察者报告的受害更强。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Merrill-Palmer Quarterly-Journal of Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

1.40

自引率

0.00%

发文量

期刊介绍： This internationally acclaimed periodical features empirical and theoretical papers on child development and family-child relationships. A high-quality resource for researchers, writers, teachers, and practitioners, the journal contains up-to-date information on advances in developmental research on infants, children, adolescents, and families; summaries and integrations of research; commentaries by experts; and reviews of important new books in development.