Social Support as a Moderator Between Victimization and Internalizing–Externalizing Distress From Bullying

Davidson, Lisa M.; Demaray, Michelle K.

doi:10.1080/02796015.2007.12087930

Cited by 316 publications

(156 citation statements)

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“…The results of the present study indicate that the victims of teacher harassment had a higher maternal occupational SES than nonvictims in the chi-square test, although the difference was nonsignificant in the multivariate logistic regression analysis. The finding did not accord with studies on the general student population in the West and Middle East that identified low family SES as a risk factor of teacher maltreatment victimization [1,7,27,28]. Theoretically, students from poor families are more likely to experience victimization because their relatively limited family resources and power may designate them as targets of violence [27,28].…”

Section: Factors Related To Teacher Harassment Victimizationmentioning

confidence: 63%

“…The finding did not accord with studies on the general student population in the West and Middle East that identified low family SES as a risk factor of teacher maltreatment victimization [1,7,27,28]. Theoretically, students from poor families are more likely to experience victimization because their relatively limited family resources and power may designate them as targets of violence [27,28]. However, a study in Taiwan reported no significant association between family SES and school violence among students [53].…”

Section: Factors Related To Teacher Harassment Victimizationmentioning

confidence: 68%

“…The social-ecological theory provides an organizing framework for understanding vulnerability patterns within an individual's environment and teacher harassment victimization among students with ASD [26]. Studies on typical development in children have determined that male students who had a low socioeconomic status [7,27,28] perceived poor student-teacher relationships and were involved with at-risk peers [5], and were at a significantly higher risk of teacher maltreatment. However, the factors related to teacher harassment victimization in adolescent students with ASD have not been examined.…”

Section: Factors Related To Victimization Caused By Teacher Harassmentmentioning

confidence: 99%

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Teacher Harassment Victimization in Adolescents with High-Functioning Autism Spectrum Disorder: Related Factors and Its Relationships with Emotional Problems

Lin

Peng

Hsiao

et al. 2020

IJERPH

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This study aimed to examine the prevalence, related factors, and emotional problems associated with teacher harassment victimization in adolescents with autism spectrum disorder (ASD) assessed by self-reports and parent reports. A total of 219 adolescents with ASD participated in this study. The self-reported and parent-reported rates of teacher harassment victimization were calculated. Sociodemographic characteristics, parent-reported social communication deficits, attention-deficit and hyperactivity disorder (ADHD) symptoms, oppositional defiant disorder (ODD) symptoms, self-reported depression and anxiety symptoms, and suicidality were surveyed. In total, 26 (11.9%) adolescents with ASD experienced teacher harassment based on self-reports or parent reports; the convergence between adolescent and parent reports on adolescent experiences of teacher harassment was low. Victims of teacher harassment exhibited more severe social communication deficits and ODD symptoms than nonvictims of teacher harassment. Victims of teacher harassment displayed more severe depression and anxiety and were more likely to have suicidality. Socio-communication deficits and ODD symptoms were related to teacher harassment victimization, which in turn was significantly associated with emotional problems among adolescents with ASD.

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Section: Factors Related To Teacher Harassment Victimizationmentioning

confidence: 63%

Section: Factors Related To Teacher Harassment Victimizationmentioning

confidence: 68%

Section: Factors Related To Victimization Caused By Teacher Harassmentmentioning

confidence: 99%

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Teacher Harassment Victimization in Adolescents with High-Functioning Autism Spectrum Disorder: Related Factors and Its Relationships with Emotional Problems

Lin

Peng

Hsiao

et al. 2020

IJERPH

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“…20 Previous studies have shown that students with lower levels of academic competence are more likely to display conduct problems such as aggression, bullying, and substance abuse. [29][30][31][32] Therefore, individuals with poor academic achievement may use bullying to gain self-worth.…”

Section: Relationship Between Academic Achievement and Bullyingmentioning

confidence: 99%

<p>Examining the Link Between Academic Achievement and Adolescent Bullying: A Moderated Moderating Model</p>

Xiong¹,

Shuping²,

Chen³

et al. 2020

PRBM

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Bullying is a serious problem among adolescents. Many scholars have examined school bullying in recent years; however, there are many psychological and behavioral mechanisms for bully that still remain unclear. Based on the theory of self-worth orientation, this study examined the influence of academic achievement on bullying behavior among adolescents and explored the moderating effects of perceived social support and age cohort. Methods: Participants were 3227 middle and high school students in the 7th through 12th grades in China. A self-report method was used to measure academic achievement, social support, bullying, and demographic variables. Results: Moderation analyses indicated that the relationship between academic achievement and bullying behavior was moderated by the perceived social support of adolescents and their age cohort. Specifically, social support moderated the relationship between achievement and bullying behavior positively in the middle school group but negatively in the high school group. Conclusion: The results support the hypothesis of self-worth orientation theory and indicate that bullying intervention could be enhanced by addressing the relationships between academic achievement, social support, age cohort, and bullying.

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“…Father emotional support (e.g., “my father understands my problems and worries”) was associated with lower levels of emotional and behavioral problems among a primarily non-Hispanic White adolescent sample between the ages of 12 and 21 years (Yeung & Leadbeater, 2010). Another study examining a sample of primarily non-Hispanic White middle school students found that perceived social support from parents buffered the relationship between victimization and distress from bullying (Davidson & Demaray, 2007). Furthermore, parent support buffered the association between peer victimization and mental health problems among younger (i.e., 11-14 years), but not older (i.e., 15-18 years), German female students (Stadler, Feifel, Rohrmann, Vermeiren, & Poustka, 2010).…”

mentioning

confidence: 99%

Relational Victimization and Maladjustment Among Hispanic Early Adolescents

et al. 2017

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Relational victimization can have negative implications for early adolescents; yet, few studies have examined relational victimization among Hispanic early adolescents. This study examined (a) the concurrent associations between relational victimization and depressive symptoms and conduct problems and (b) the moderating roles of three sources of social support (parent, teacher, and peer) in the aforementioned associations. Participants were 189 eleven- to 15-year-old ( M = 12.13, SD = .95) Hispanic students. Results from hierarchical regression analyses indicated that relational victimization was positively associated with both outcomes. Furthermore, parent support buffered the relational victimization–depressive symptoms association, but exacerbated the relational victimization–conduct problems association. Similarly, peer support exacerbated the relational victimization–depressive symptoms association and did not moderate the relational victimization–conduct problems association. Finally, teacher support did not moderate either association. Findings highlight the complexities of examining various sources of social support, which may not necessarily mitigate Hispanic students’ experiences of relational victimization.

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Social Support as a Moderator Between Victimization and Internalizing–Externalizing Distress From Bullying

Cited by 316 publications

References 0 publications

Teacher Harassment Victimization in Adolescents with High-Functioning Autism Spectrum Disorder: Related Factors and Its Relationships with Emotional Problems

Teacher Harassment Victimization in Adolescents with High-Functioning Autism Spectrum Disorder: Related Factors and Its Relationships with Emotional Problems

<p>Examining the Link Between Academic Achievement and Adolescent Bullying: A Moderated Moderating Model</p>

Relational Victimization and Maladjustment Among Hispanic Early Adolescents

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