Bidirectional Associations between Peer Victimization and Functions of Aggression in Middle Childhood: Further Evaluation across Informants and Academic Years

Abstract

The current 3-wave study examined bidirectional associations between peer victimization and functions of aggression across informants over a 1-year period in middle childhood, with attention to potential gender differences. Participants included 198 children (51% girls) in the third and fourth grades and their homeroom teachers. Peer victimization was assessed using both child- and teacher-reports, and teachers provided ratings of reactive and proactive aggression. Cross-classified multilevel cross-lagged models indicated that child-reports, but not teacher-reports, of peer victimization predicted higher levels of reactive aggression within and across academic years. Further, reactive aggression predicted subsequent increases in child- and teacher-reports of peer victimization across each wave of data. Several gender differences, particularly in the crossed paths between proactive aggression and peer victimization, also emerged. Whereas peer victimization was found to partially account for the stability of reactive aggression over time, reactive aggression did not account for the stability of peer victimization. Taken together with previous research, the current findings suggest that child-reports of peer victimization may help identify youth who are risk for exhibiting increased reactive aggression over time. Further, they highlight the need to target reactively aggressive behavior for the prevention of peer victimization in middle childhood.

Classroom-Level Differences in Child-Level Bullying Experiences: Implications for Prevention and Intervention in School Settings

“…Bullying involvement is relatively stable across childhood and adolescence with evidence suggesting that approximately 20%-30% of youth are involved as perpetrators, victims, or both (Ar-seneault et al, 2006;Nansel et al, 2001;Wolke, Woods, Stanford, & Schulz, 2001). Rates of peer victimization among younger students may even be higher, with recent studies suggesting that over 60% of children report at least some exposure during elementary school (Cooley, Fite, & Pederson, 2017;Ladd, Ettekal, & Kochenderfer-Ladd, 2017). Thus, bullying and peer victimization are considered salient behaviors for elementary school children.…”

Prospective Associations between Popularity, Victimization, and Aggression in Early Adolescence

“…Not only may popular youth be at elevated risk for certain types of victimization, but their experiences being victimized likely also contributes to a cycle of aggression in the peer group. Victimization by peers is a risk factor for future aggression (e.g., Cooley et al 2017 ). Youth who have experienced victimization may be at elevated risk for aggression, either in retaliation or to defend themselves against more victimization (e.g., Yeung and Leadbeater 2007 ).…”

Associations between peer victimization and school climate: The impact of form and the moderating role of gender

“…It stems from a multitude of individual and social factors, with involvement found to be stable over time for both the aggressor and victim (Bettencourt, Farrell, Liu, & Sullivan, ; Camodeca, Goossens, Terwogt, & Schuengel, ). Peer victimization begins early, with up to 60% of children being victimized at some point during the elementary school years alone (Cooley, Fite, & Pederson, ). A considerable body of research shows that peer victimization is associated with negative emotions, suicidal ideation, learning difficulties, truancy, substance use, and behavior problems (Card & Hodges, ; Reijntjes et al, ; Reijntjes, Kamphuis, Prinzie, & Telch, ); these effects can persist well into adulthood (McDougall & Vaillancourt, ).…”