SAFETYLIT WEEKLY UPDATE

We compile citations and summaries of about 400 new articles every week.
RSS Feed

HELP: Tutorials | FAQ
CONTACT US: Contact info

Search Results

Journal Article

Citation

Batanova M, Espelage DL, Rao MA. J. Sch. Psychol. 2014; 52(3): 279-293.

Affiliation

University of Illinois at Urbana-Champaign, 1310 S. 6th St., Champaign, IL 61820, USA. Electronic address: mrinalini.rao@yale.edu.

Copyright

(Copyright © 2014, Society for the Study of School Psychology, Publisher Elsevier Publishing)

DOI

10.1016/j.jsp.2014.02.001

PMID

24930820

Abstract

Limited research has sought to understand early adolescents' willingness to intervene in peer victimization as a function of their own responding to being victimized. The present study examined whether early adolescents' attributions, affect, and coping responses to a victimization vignette were related to their willingness to intervene, and whether self-reported victimization moderated the aforementioned associations. Participants were 653 5th- to 8th-grade students (50.4% girls, 58.5% Caucasian, 34.5% Hispanic) who completed a self-report survey that included a vignette asking students to imagine that they were victimized in school. Hierarchical regression analyses were conducted separately for boys and girls. Although attributions and affect showed no significant associations with students' willingness to intervene, seeking social support coping was associated with greater willingness to intervene for both boys and girls, and problem-focused coping was associated with willingness to intervene for girls only. Unexpectedly, self-reported victimization was associated positively with both boys' and girls' willingness to intervene.

FINDINGS also revealed two unexpected two-way interactions between peer victimization and boys' characterological self-blame and girls' wishful thinking coping. Overall, study findings highlight the need for future research and anti-bullying programs to address how victimization could either motivate or discourage a student's willingness to intervene.


Language: en

NEW SEARCH


All SafetyLit records are available for automatic download to Zotero & Mendeley
Print