Peer victimization and social-emotional outcomes: The role of teacher and peer support

被引：19

作者：

Jenkins, Lyndsay N. ^{[1
]}

Fredrick, Stephanie S. ^{[2
]}

Wenger, Jordan ^{[3
]}

机构：

[1] Florida State Univ, Dept Educ Psychol & Learning Syst, Tallahassee, FL 32306 USA

[2] Cent Michigan Univ, Dept Psychol, Mt Pleasant, MI 48859 USA

[3] Eastern Illinois Univ, Dept Psychol, Charleston, IL 61920 USA

来源：

AGGRESSIVE BEHAVIOR | 2018年 / 44卷 / 02期

关键词：

emotional outcomes; social outcomes; social support; victimization; STUDENT ADJUSTMENT; GENDER-DIFFERENCES; SCHOOL; ADOLESCENTS; BEHAVIORS; VICTIMS; BULLIES; METAANALYSIS; ASSOCIATION; PREVENTION;

D O I：

10.1002/ab.21741

中图分类号：

B84 [心理学]; C [社会科学总论]; Q98 [人类学];

学科分类号：

03 ; 0303 ; 030303 ; 04 ; 0402 ;

摘要：

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.

引用

页码：176 / 184

页数：9

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