A Latent Class Approach to Examining Forms of Peer Victimization.
A Latent Class Approach to Examining Forms of Peer Victimization.
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DOI：
10.1037/a0032091
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发表时间：
2013-08
影响因子：
4.9
通讯作者：
O'Brennan, Lindsey M.
中科院分区：
文献类型：
--
作者：
Bradshaw, Catherine P.;Waasdorp, Tracy E.;O'Brennan, Lindsey M.
有越来越多的兴趣在性别差异的经验，各种形式的同伴受害，然而，迄今为止，大部分的工作都使用传统的变量为中心的方法，专注于规模或个别形式的孤立的受害。目前的研究探讨了是否有离散的青少年群体经历了不同形式的同伴欺凌受害（例如，身体，语言，关系）在初中和高中年龄的青年，以及是否在一个特定的受害群体的成员与内化问题和侵略。潜在的类分析检查10种不同形式的受害者进行了不同的样本初中（n = 11,408）和高中（n = 5,790）学生。除了网络欺凌和性评论/手势外，所有形式的受害在高中生中都不太常见。分析显示，有4个不同的受害模式为中学生（口头和身体;口头和关系;高口头，身体，和关系;和低受害/规范），而高中生陷入一个类似的模式，除了口头和身体类。这些模式的受害功能与共同发生的内化问题和侵略。在受害模式及其与适应问题的关系方面，也存在一些显著的性别和发展差异。这些发现增强了我们对初中和高中学生所经历的同伴受害的复杂模式的理解。教育研究人员和学校为基础的欺凌干预的影响进行了讨论。
There is growing interest in gender differences in the experience of various forms of peer victimization; however, much of the work to date has used traditional variable-centered approaches by focusing on scales or individual forms of victimization in isolation. The current study explored whether there were discrete groups of adolescents who experience distinct forms of peer victimization by bullying (e.g., physical, verbal, relational) among middle and high school-age youth, and whether membership in a particular victimization group was associated with internalizing problems and aggression. Latent class analyses examining 10 different forms of victimization were conducted on a diverse sample of middle school (n = 11,408) and high school (n = 5,790) students. All forms of victimization were less common among high school students, except cyberbullying and sexual comments/gestures. The analyses revealed that there were 4 distinct victimization patterns for middle school students (Verbal and Physical; Verbal and Relational; High Verbal, Physical, and Relational; and Low Victimization/Normative), whereas high school students fell into a similar pattern with the exception of a Verbal and Physical class. These patterns of victimization were functionally associated with co-occurring internalizing problems and aggression. There were also some notable gender and developmental differences in the pattern of victimization and its relation with adjustment problems. These findings enhance our understanding of the complex patterns of peer victimization that are experienced by middle and high school students. Implications for educational researchers and school-based bullying interventions are discussed.
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影响因子：
3.6
作者：
Ladd, GW;Kochenderfer-Ladd, B
通讯作者：
Kochenderfer-Ladd, B
影响因子：
4
作者：
Crick, NR
通讯作者：
Crick, NR
影响因子：
2
作者：
O'Brennan, Lindsey M.;Bradshaw, Catherine P.;Sawyer, Anne L.
通讯作者：
Sawyer, Anne L.
DOI：
10.1080/10705510701575396
发表时间：
2007-01-01
影响因子：
6
作者：
Nylund, Karen L.;Asparoutiov, Tihomir;Muthen, Bengt O.
通讯作者：
Muthen, Bengt O.
DOI：
10.1207/s15328007sem1401_2
发表时间：
2007-01-01
影响因子：
6
作者：
Lubke, Gitta;Muthen, Bengt O.
通讯作者：
Muthen, Bengt O.