A Social Cognitive and Contextual Analysis of Peer Victimization Across the Middle School Years

中学时期同伴受害的社会认知和情境分析

• 批准号: 9911525
• 负责人: Sandra Graham
• 金额: $ 54.6万
• 依托单位: University of California-Los Angeles
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2000
• 资助国家: 美国
• 起止时间: 2000-08-15 至 2005-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9911525&HistoricalAwards=false
• 关键词: Social; Cognitive; Contextual; Analysis; Peer

The purpose of this research is to examine peer victimization during the middle school years. Victimization is defined as the kind of bullying, terrorizing, or intimidation of targeted students that takes place in and around school where adult supervision is minimal. A longitudinal study is proposed that follows approximately 2000 6th graders as they enter one of nine middle schools in metropolitan Los Angeles. The schools will be selected to vary according to ethnic composition, but to be similar in terms of socioeconomic class of students, size, and overall achievement level. Data will be gathered twice yearly over the three middle school years on students' experiences with victimization, the perceived causes of such harassment, and indicators of psychological, social, and school adjustment. Statistical analyses will investigate change in all of these variables over time. The specific aims of the project are to : (1) examine the individual and contextual antecedents of victimization that are particularly salient during early adolescence such as ethnicity, pubertal timing, and one's position in the peer group; (2) investigate the consequences of victimization, including subjective well-being, rejection by peers, and school performance and attitudes; (3) test a model of the relations between victimization and adjustment that views self-blaming attributions as a key variables; and (4) explore the adjustment patterns of subtypes of victimized young adolescents who may be most at risk for psychological, social, and school dysfunction. Findings of the project will provide new insights into the dynamics of peer victimization and advance the field in several ways. First, the focus on early adolescence and the transition to middle school calls attention to the key developmental milestones of this age period, such as the onset of puberty, increasing salience of ethnic identity, and heightened concern about peer approval, that may have important implications for how one copes with victimization. Second, the concern with models that view antecedents and consequences of victimization as sets of interrelated variables provides a useful conceptual framework for organizing the growing literature on peer harassment. And thirdly, by examining growth and change in a longitudinal design, the study can shed light on the stability of victimization as well as both continuous and discontinous pathways to successful adaptation during the critical middle school years.

本研究旨在探讨初中生的同伴侵害行为。 受害被定义为一种欺凌，恐吓，或恐吓的目标学生发生在学校和周围的成人监督是最小的。 一项纵向研究，建议如下约2000六年级学生，因为他们进入九所中学之一，在大都市洛杉矶。 学校的选择将根据种族组成而有所不同，但在学生的社会经济阶层、规模和总体成绩水平方面要相似。 在中学三年中，将每年两次收集关于学生受害经历、这种骚扰的感知原因以及心理、社会和学校适应指标的数据。统计分析将调查所有这些变量随时间的变化。 该项目的具体目标是：（1）研究在青少年早期特别突出的受害的个人和背景前因，如种族、青春期时间和一个人在同龄群体中的地位;（2）调查受害的后果，包括主观幸福感、被同龄人拒绝、学校表现和态度;（3）检验以自责归因为关键变量的受害与适应关系模型;（4）探讨受害青少年中心理、社会和学校功能障碍风险最大的亚型的适应模式。 该项目的调查结果将为同伴受害的动态提供新的见解，并以几种方式推动这一领域的发展。 首先，对青春期早期和向中学过渡的关注，要求注意这一年龄段的关键发展里程碑，如青春期的开始，种族认同的日益突出，以及对同伴认可的高度关注，这可能对一个人如何应对受害有重要影响。 第二，关注模型，认为受害的前因和后果的相互关联的变量集提供了一个有用的概念框架，组织越来越多的文献对同伴骚扰。 第三，通过纵向设计考察成长和变化，本研究可以揭示受害的稳定性以及在关键的中学阶段成功适应的连续和不连续途径。