School Engagement and the Role of Peer Victimization, Depressive Symptoms, and Rumination

被引：20
|
作者：
Dorio, Nicole B. [1 ]
Fredrick, Stephanie Secord [3 ,4 ]
Demaray, Michelle K. [1 ,2 ]
机构：
[1] Northern Illinois Univ, Sch Psychol Program, De Kalb, IL USA
[2] Northern Illinois Univ, Dept Psychol, 1425 W Lincoln Hwy, De Kalb, IL 60115 USA
[3] Cent Michigan Univ, Sch Psychol Program, Mt Pleasant, MI 48859 USA
[4] Cent Michigan Univ, Dept Psychol, Mt Pleasant, MI 48859 USA
来源：
JOURNAL OF EARLY ADOLESCENCE | 2019年 / 39卷 / 07期
关键词：
peer victimization; school engagement; rumination; depressive symptoms; GENDER-DIFFERENCES; CYBER-VICTIMIZATION; RESPONSE STYLES; SOCIAL SUPPORT; MIDDLE SCHOOL; ADOLESCENTS; TRAJECTORIES; STRESS; ASSOCIATIONS; ACHIEVEMENT;
D O I：
10.1177/0272431618797007
中图分类号：
D669 [社会生活与社会问题]; C913 [社会生活与社会问题];
学科分类号：
1204 ;
摘要：
The purpose of the current study was to explore the association between peer victimization and school engagement and the indirect effects of rumination and depressive symptoms in this association. Data on middle school students' victimization experiences, school engagement, rumination, and depressive symptoms were collected from 887 sixth- through eighth-grade students utilizing self-report measures. Results indicated for both boys and girls a significant negative association between peer victimization and school engagement. Furthermore, a significant indirect effect of rumination and depression symptoms was evident for both boys and girls, but these effects were more robust for girls. Furthermore, the direct relation between depressive symptoms and school engagement was stronger for girls. Implications of these findings are discussed.
引用
收藏
页码：962 / 992
页数：31
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