The Mediating Effect of Future Expectations on the Relationship Between Neighborhood Context and Adolescent Bullying Perpetration

Schmidt, Carissa J.; Pierce, John G.; Stoddard, Sarah A.

doi:10.1002/jcop.21761

Cited by 32 publications

(24 citation statements)

References 80 publications

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“…However, leventhal and Brooks-Gunn (2000) have previously demonstrated that neighbourhood effects are usually mediated by more proximal factors such as individual-level psychological processes. We may conclude that strong social relationships increase adolescents' perceptions of a positive future (Schmidt, Pierce, & Stoddard, 2016) In turn, without contextual support youth may become disengaged from their future selves. Seginer and lilach (2004) found that a sense of loneliness among youth was associated with lower scores on motivation orientation, measured by value, expectance, and internal control of one's future plans.…”

Section: Individual and Ecological Influences During Adolescencementioning

confidence: 91%

Constructing future expectations in adolescence: relation to individual characteristics and ecological assets in family and friends

Iovu

Haragus

Roth

2016

International Journal of Adolescence and Youth

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Required to manage multiple developmental tasks, multiple systems and processes are involved in making adolescents thinking about and making plans for the future. The current study aims at exploring the manner in which individual (optimism, depressive symptoms, anxiety symptoms, and selfconcept) and contextual factors (family and peer influences) contribute to the construction of adolescents' future expectations. 1509 youth (891 females and 618 males) with different socio-economical backgrounds were questioned using an online platform. Compared with their counterparts, girls, adolescents who were not experiencing severe material deprivation, those with high self-concept, displaying little depressive symptoms, and high level of optimism have more positive future expectations. As most of the available empirical data come from Western countries, these results complement the existing data in the area of emerging adulthood.

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Section: Individual and Ecological Influences During Adolescencementioning

confidence: 91%

Constructing future expectations in adolescence: relation to individual characteristics and ecological assets in family and friends

Iovu

Haragus

Roth

2016

International Journal of Adolescence and Youth

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“…In addition, affective relationships are established with peers and adults like teachers, who acquire special significance in this developmental stage [ 14 , 15 ]. School, as a socializing setting, forms part of a neighborhood or geographical zone which, in turn, influences the experiences and everyday relationships at school [ 16 , 11 ]. Therefore, the study of the structural violence present in zones or neighborhoods where schools are located has become a growing interest over the last years, as it may help explaining bullying phenomena [ 17 , 2 , 16 ].…”

Section: Introductionmentioning

confidence: 99%

Violent relationships at the social-ecological level: A multi-mediation model to predict adolescent victimization by peers, bullying and depression in early and late adolescence

Oriol

Miranda

Amutio³

et al. 2017

PLoS ONE

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BackgroundFrom the social-ecological perspective, exposure to violence at the different developmental levels is fundamental to explain the dynamics of violence and victimization in educational centers. The following study aims at analyzing how these relationships are produced in the Peruvian context, where structural violence situations exist.MethodsA multi-mediation structural model with 21,416 Peruvian adolescents (M = 13.69; SD = 0.71) was conducted to determine the influence of violence in the school environment on violence perceived within school and violence exercised by teachers. In addition, it was also intended to determine whether these violent relationships predict depression through loneliness, and bullying through peer victimization. The existence of differences between early and late adolescence was also verified.ResultsResults confirm that violence in the school setting has high influence on violence exercised by adolescents and teachers within the school. Teacher violence is the most important predictor of depression through loneliness, and encourages peer victimization and the emergence of aggressive behavior. Exposure to violence exercised by support sources—teachers and classmates—explains more than 90% of the total variance explained in bullying behavior. Differences were found between early and late adolescence models.ConclusionThe high prevalence of structural violence in school settings facilitates the bullying/victimization dynamics within school. From a social-ecological perspective, this result suggests the importance of network cooperation at a mesosystem level, with teachers from educational centers playing a crucial role in the prevention of bullying/victimization.

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“…Interestingly, the impact of this variable was greater than the presence of parental conflict which is a closer variable to child development. This suggests that interaction in extra-family social contexts, especially the community, has an important influence on the formation and expression of moral values, social norms and behavioral patterns (Lenzi et al, 2012;Schmidt, Pierce, & Stoddard, 2016;Vieno, Santinello, Pastore, & Perkins, 2007).…”

Section: Discussionmentioning

confidence: 99%

Challenging Behavior, Parental Conflict and Community Violence in Students with Aggressive Behavior

Cuervo

Quintana

Martínez

et al. 2018

Int. j. psychol. res.

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The effects of the presence of challenging behavior problems, parental conflict and violence in the community were determined by the probability of occurrence of bullying behaviors in elementary students. 664 students participated in the study, of whom 80 (12.04%) were identified as aggressors. 80 students with no reports of attacks were later selected randomly for comparison. Using logistic regression, it was found that the variables studied manifest significant differences between the student groups with and without aggressive behavior toward peers (R 2 = .39). Challenging behavior (OR = 7.83), parental conflict (OR = 3.77) and Community Violence (OR = 5.36) increase the probability of belonging to the group of aggressors. We conclude that it is necessary to analyze the bullying from an ecological framework that considers variables located in the contexts in which individuals interact. ResumenSe buscó establecer la relación de la presencia de conductas desafiantes, conflictos entre padres y violencia en la comunidad con la probabilidad de ocurrencia de comportamientos de intimidación en estudiantes de primaria. En este estudio participaron 664, de los cuales 80 (12.04%) fueron identificados como agresores; posteriormente se incluyeron al azar 80 estudiantes sin informes de ataques como grupo control. Usando la regresión lógica, se encontró que las variables estudiadas manifiestan diferencias significativas entre los grupos de estudiantes con y sin comportamiento agresivo hacia los compañeros (R 2 = .39). El comportamiento desafiante (OR = 7.83), el conflicto parental (OR = 3.77) y la violencia comunitaria (OR = 5.36) aumentan la probabilidad de pertenecer al grupo de agresores. Concluimos que es necesario analizar el bullying desde un marco ecológico que considera variables ubicadas en los contextos en los que interactúan los individuos.

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The Mediating Effect of Future Expectations on the Relationship Between Neighborhood Context and Adolescent Bullying Perpetration

Cited by 32 publications

References 80 publications

Constructing future expectations in adolescence: relation to individual characteristics and ecological assets in family and friends

Constructing future expectations in adolescence: relation to individual characteristics and ecological assets in family and friends

Violent relationships at the social-ecological level: A multi-mediation model to predict adolescent victimization by peers, bullying and depression in early and late adolescence

Challenging Behavior, Parental Conflict and Community Violence in Students with Aggressive Behavior

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