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

Kollerová, Lenka; Šmolík, Filip

doi:10.1111/bjep.12129

Cited by 10 publications

(4 citation statements)

References 82 publications

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“…Neighborhood conditions have different effects on victims’ fear of violence compared with victims’ fear of burglary. Our finding is consistent with previous studies that serious crimes lead to higher fear of levels, indicating that serious crime is more likely to interact with the neighborhood environment (Campbell et al, 2009; Gutt & Randa, 2016; Kollerová & Smolík, 2016; Paasonen & Aaltonen, 2020).…”

Section: Discussionsupporting

confidence: 93%

“…Besides neighborhood disorder, the crime rate is also a moderator on the association between victimization and fear of crime, which is confirmed in a case of the UK about the relationship between prior victimization, neighborhood crime rate, and residents’ fear of crime (Brunton-Smith & Sturgis, 2011), and a case of the Czech Republic about the relationship between classroom victimization, classroom crime rate and student’s fear of crime (Kollerová & Smolík, 2016). However, not all studies confirm this relationship.…”

Section: Introductionmentioning

confidence: 69%

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How Does Crime-Specific Victimization Impact Fear of Crime in Urban China? The Role of Neighborhood Characteristics

Jing

Liu

Zhou

et al. 2021

Int J Offender Ther Comp Criminol

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Past research has failed to find consistent relationships between criminal victimization and fear of crime. Except for neighborhood disorder and crime rate, few studies have examined whether other neighborhood conditions matter the victimization—fear relationship. Using survey data in Guangzhou neighborhoods, the present analysis employs multinomial logistic regression models to examine whether neighborhood characteristics moderate the relationship between violent victimization and fear of violence, and between burglary victimization and fear of burglary, separately. Some aspects of the neighborhood environment do differentially influence victims’ and non-victims’ fear levels. Besides verifying the interaction effect of neighborhood disorder and victimization, the present study finds that neighborhood policing alleviates the harmful effect of violent victimization on fear, while collective efficacy fosters the harmful effect of burglary victimization on fear. This paper underscores the significance of the social context of urban China in explaining the interplay of neighborhood characteristics and victimization on fear of crime.

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Section: Discussionsupporting

confidence: 93%

Section: Introductionmentioning

confidence: 69%

How Does Crime-Specific Victimization Impact Fear of Crime in Urban China? The Role of Neighborhood Characteristics

Jing

Liu

Zhou

et al. 2021

Int J Offender Ther Comp Criminol

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“…However, it is less clear which variables demonstrably aff ect its origin and development. Kollerová and Smolík (2016) examined the relationships between bullying in the classroom, rejection of a pupil by his/her classmates, social support, the fear of bullying, and diff erences in the position and popularity of the pupil in the classroom. Th e research was carried out on 512 pupils (52% boys, 48% girls) in the sixth grade of basic school (age 11-13 years).…”

Section: Aggression Bullying Mobbing and Bossing At Schoolmentioning

confidence: 99%

Ethical and Moral Aspects of School Education: The situation in the Czech Republic

Mareš¹

2020

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This review study focuses on ethical and moral aspects of school education in the Czech Republic after 1989, when change occurred not only in the political regime but also in all spheres of social life, including education. The study is based on publications by Czech authors and is structured into six parts. The fi rst part describes the broader context of the chosen issue: it describes the basic philosophical concepts of ethics and morality and reminds offi cial materials (starting with the International Teachers’ Charter, through materials created by the Ministry of Education, to the school rules of individual schools). The second part provides an overview of publications dealing with the ethical and moral education of children and adolescents from the perspective of various scientific disciplines: philosophy, theology, sociology, and psychology. The third part presents the organizational form of ethical and moral education at Czech basic and secondary schools. In terms of its content and conception, ethics education as a subject taught in Czech schools is based on the concept of prosocial education (Roche-Olivar, 1992), adapted by the Slovak author Ladislav Lencz (1995). The fourth part is devoted to a specifi c genre, review studies which provide information about Czech and foreign research studies, and evaluates them. The fifth and most extensive part reports on selected Czech empirical studies that deal with the ethical and moral aspects of education. It presents research on cyberbullying addressed to both pupils and teachers and mobbing and bossing in schools, examines the course and outcomes of teaching ethical topics, researches the power relations between teachers and their pupils, and examines the tendencies for teachers and pupils to be manipulated at school, cheating by pupils at school, and pupils helping one another. The sixth and last part of the study describes assessment tools with the help of which the ethical and moral aspects of school education are determined. The study concludes that one-off transversal research studies predominate in the studies, while longitudinal research studies are not conducted at all; mainstream research focuses on real-life research and no intervention studies are undertaken; researchers’ attention is focused mainly on negative ethical and moral situations, while research into positive phenomena is neglected. Keywords: ethics education, moral education, school, teachers, pupils, research, Czech Republic

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“…During the transition from childhood to adolescence, gaining a position within the peer group constitutes a crucial challenge for students. In this context, peer victimization is especially damaging as it posits the victim at a low, less valued, and vulnerable position (Andrews, Hanish, Updegraff, Martin, & Santos, 2016; Cillessen, 2011; Kollerová & Smolík, 2016). Students who are victimized are, therefore, clearly disadvantaged by means of being socially isolated, being marginalized from their peer groups, and having fewer friends (Berger & Rodkin, 2009; Pouwels, Lansu, & Cillessen, 2016; Scholte et al, 2009).…”

mentioning

confidence: 99%

“Would You Be My Friend?”: Friendship Selection and Contagion Processes of Early Adolescents Who Experience Victimization

Berger

Gremmen

Palacios

et al. 2019

The Journal of Early Adolescence

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Victimization in early adolescence can have severe negative consequences later in life. Friendships are especially important in this time period. The present study investigated friendship selection and influence (contagion) processes with regard to victimization, as well as prosocial and aggressive characteristics of victims’ friends. Using social network analyses (RSiena), we longitudinally analyzed data of five fourth-grade classrooms, including 185 students (56.8% girls; [Formula: see text] age at Time 1 = 10 years old). Results showed that early adolescents who experience peer victimization were not likely to select peers with similar levels of victimization as friends but selected prosocial peers as friends. Moreover, friends did not become more similar over time in their victimization levels. Prosocial students selected similar peers as friends. The discussion highlights the relevance of fostering positive peer relations for targeting victimization and discusses the defending role of friends in victimization situations.

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

Abstract: The results indicate the relevance of the interplay between victimization and gender and between victimization and classroom peer ecology in understanding peer rejection and fear of victimization.

Cited by 10 publications

References 82 publications

How Does Crime-Specific Victimization Impact Fear of Crime in Urban China? The Role of Neighborhood Characteristics

How Does Crime-Specific Victimization Impact Fear of Crime in Urban China? The Role of Neighborhood Characteristics

Ethical and Moral Aspects of School Education: The situation in the Czech Republic

“Would You Be My Friend?”: Friendship Selection and Contagion Processes of Early Adolescents Who Experience Victimization

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