Sticks and stones may break my bones, but names will make me feel sick: The psychosocial, somatic, and scholastic consequences of peer harassment
Sticks and stones may break my bones, but names will make me feel sick: The psychosocial, somatic, and scholastic consequences of peer harassment
复制标题
DOI：
10.1207/s15374424jccp3401_4
复制
发表时间：
2005-03-01
影响因子：
4.2
通讯作者：
Witkow, MR
中科院分区：
文献类型：
--
作者：
Nishina, A;Juvonen, J;Witkow, MR
这项研究考察了同伴受害、心理社会问题、身体症状和初中一年级学校功能之间的关系。一项不同种族的城市六年级学生样本(N=1,526人)报告了他们在秋季和春季对同伴受害、心理社会适应和身体症状的看法。还收集了学校功能的客观衡量标准(即平均成绩和缺勤率)。在模型1中，秋季的同伴受害与春季心理社会失调和身体症状有关，这反过来又预示着春季学校功能不佳。模型2表明，心理社会困难增加了受害的风险，尽管身体症状并不能预测受害。在模型结构或路径系数的强度上，没有发现性别或种族(非裔美国人、亚裔美国人、欧洲美国人和拉丁裔美国人)的差异，这表明这一过程对于男孩和女孩以及来自不同种族的学生是相同的。
This study examined associations among peer victimization, psychosocial problems, physical symptoms, and school functioning across the 1st year in middle school. An ethnically diverse sample of urban 6th graders (N = 1,526) reported on their perceptions of peer victimization, psychosocial adjustment, and physical symptoms during fall and spring. Objective measures of school functioning (i.e., grade point average and absences) were also collected. In Model 1, peer victimization in the fall was associated with spring psychosocial maladjustment and physical symptoms, which in turn predicted poor spring school functioning. Model 2 suggested that psychosocial difficulties increase the risk of victimization, although physical symptoms did not predict victimization. No sex or ethnic group (African American, Asian, European American, and Latino) differences were found in the model structure or the strength of the path coefficients for either model, suggesting that the process is the same for boys and girls and students from different ethnic groups.