Peer victimization and school disaffection: Exploring the moderation effect of social support and the mediation effect of depression

Galand, Benoît; Hospel, Virginie

doi:10.1111/j.2044-8279.2012.02077.x

Cited by 57 publications

(45 citation statements)

References 150 publications

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“…Our finding that girls reported more fear of victimization complies with the previously documented gender difference (Boulton et al ., ). The main effect of peer support complements the understanding of peer support as a feature relevant to various facets of adjustment (Galand & Hospel, ; Prinstein et al ., ). The main effect of classroom victimization rate provides further evidence for the notion that both the individual experience of victimization and its overall rate in a classroom are associated with negative outcomes (Reuland & Mikami, ).…”

Section: Discussionmentioning

confidence: 97%

Victimization and its associations with peer rejection and fear of victimization: Moderating effects of individual‐level and classroom‐level characteristics

Kollerová

Šmolík

2016

Brit J of Edu Psychol

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Section: Discussionmentioning

confidence: 97%

Victimization and its associations with peer rejection and fear of victimization: Moderating effects of individual‐level and classroom‐level characteristics

Kollerová

Šmolík

2016

Brit J of Edu Psychol

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“…Finally, conflicting results were reported with respect to maladjustment as mediator between peer victimization and school affection/connectedness-whereas Galand and Hospel (2013) showed that depression in combination with self-efficacy mediated this link, no support for associations between internalizing or externalizing problems and school connectedness was found by Loukas et al (2012).…”

Section: Mediators On Associations Between Peer Victimization and Schmentioning

confidence: 98%

What Explains Correlates of Peer Victimization? A Systematic Review of Mediating Factors

Kretschmer

2016

Adolescent Res Rev

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Being accepted by peers is central to health and wellbeing among adolescents whereas being the subject of peer/bullying-victimization can be perceived as significant interpersonal stress, resulting in compromised adjustment concurrently and long-term. Unfortunately, little is known about mechanisms that explain why peer victimization goes ''under the skin''. This systematic review aims to summarize the research on mediating pathways. A total of 65 articles were selected that explicitly examined mediation of associations between peer victimization in adolescence and concurrent and later outcomes. Most studies were based on North American and European samples and focused on internalizing or school-related outcomes. Mediation appears to be more stable by emotional states and symptoms than self-perceptions and attributions but results vary by outcome. Limitations concern the crosssectional design of most studies, geographic restriction, and widespread use of self-reports for assessments of exposure, mediator, and outcome.

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“…Moreover, Kowalski and Limber (2013) found than among early and late American adolescents (Grades 6 to 12), the subgroup of youths who were both victims and bullies presented the poorest academic performance. Galand and Hospel (2013) showed that peer victimization was negatively associated with academic self-efficacy (viewed as a proximal predictor of achievement) in a sample of early adolescents in the French region of Belgium (Grades 7 and 8).…”

Section: Students' Perception Of Parental Supportmentioning

confidence: 99%

Grade Retention at the Transition to Secondary School: Using Propensity Score Matching to Identify Consequences on Psychosocial Adjustment

Mathys

Véronneau

Lecocq

2017

The Journal of Early Adolescence

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This study tested whether grade retention at the transition into secondary school had a significant impact on adolescent psychosocial adjustment. A quasi-experimental design was used in which propensity score matching was implemented. Univariate ANCOVAs were subsequently run on a subsample of 181 students enrolled in 1 typical secondary school in the French-speaking region of Belgium (M = 12.91 years, 55.8% girls). These analyses revealed that retained students experienced decreases in self-esteem, perceived parental support for competence and involvement in the relationships with their parents, and intrinsic and extrinsic motivation variables. Retained students also failed to show the decrease in delinquent and aggressive behaviors and social withdrawal that was observed in matched promoted students. In sum, grade retention appears to be detrimental to early-adolescence psychosocial adjustment. To decrease rates of grade retention among adolescents, change is needed in parents', school staff's, and policymakers' preconceptions that the practice has overall positive outcomes.

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Peer victimization and school disaffection: Exploring the moderation effect of social support and the mediation effect of depression

Abstract: The results of this study are consistent with the main effect model of social support. They also highlight the importance of teacher support for school adjustment.

Cited by 57 publications

References 150 publications

Victimization and its associations with peer rejection and fear of victimization: Moderating effects of individual‐level and classroom‐level characteristics

Victimization and its associations with peer rejection and fear of victimization: Moderating effects of individual‐level and classroom‐level characteristics

What Explains Correlates of Peer Victimization? A Systematic Review of Mediating Factors

Grade Retention at the Transition to Secondary School: Using Propensity Score Matching to Identify Consequences on Psychosocial Adjustment

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