Daily School Peer Victimization Experiences Among Mexican-American Adolescents: Associations with Psychosocial, Physical and School Adjustment
- 1.2k Downloads
School bullying incidents, particularly experiences with victimization, are a significant social and health concern among adolescents. The current study extended past research by examining the daily peer victimization experiences of Mexican-American adolescents and examining how chronic (mean-level) and episodic (daily-level) victimization incidents at school are associated with psychosocial, physical and school adjustment. Across a two-week span, 428 ninth and tenth grade Mexican-American students (51 % female) completed brief checklists every night before going to bed. Hierarchical linear model analyses revealed that, at the individual level, Mexican-American adolescents’ who reported more chronic peer victimization incidents across the two-weeks also reported heightened distress and academic problems. After accounting for adolescent’s mean levels of peer victimization, daily victimization incidents were associated with more school adjustment problems (i.e., academic problems, perceived role fulfillment as a good student). Additionally, support was found for the mediation model in which distress accounts for the mean-level association between peer victimization and academic problems. The results from the current study revealed that everyday peer victimization experiences among Mexican-American high school students have negative implications for adolescents’ adjustment, across multiple domains.
KeywordsBullying Peer victimization Adolescence Mexican-American students Daily methods
This research was supported by funding through the National Institute of Child and Human Development (R01HD057164). We would like to thank Dr. Thomas Weisner for his feedback on the manuscript and the school principals, teachers and students for their participation in this project.
GE: participated in the design and coordination of the study, performed statistical analyses, drafted initial manuscript, primarily authored the manuscript. NG: acquisition of funding, conceived of the study, participated in the design and coordination of the study, provided feedback on drafts of manuscript. AF: acquisition of funding, conceived of the study, participated in the design and coordination of the study, assisted with interpretation of data, provided feedback on drafts of manuscript. All authors read and approved the final manuscript.
- Berkel, C., Knight, G. P., Zeiders, K. H., Tein, J., Roosa, M. W., Gonzales, N. A., et al. (2010). Discrimination and adjustment for Mexican American adolescents: A prospective examination of the benefits of culturally related values. Journal of Research on Adolescence, 20(4), 893–915. doi: 10.1111/j.1532-7795.2010.00668.x.PubMedCrossRefGoogle Scholar
- Bryk, A. S., & Raudenbush, S. W. (1992). Hierarchical linear models. Newbury Park, CA: Sage.Google Scholar
- Fekkes, M., Pijpers, F. I. M., Fredriks, A. M., Vogels, T., & Verloove-Vanhorick, S. P. (2006). Do bullied children get ill, or do ill children get bullied? A prospective cohort study on the relationship between bullying and health-related symptoms. Pediatrics, 117, 1568–1574. doi: 10.1542/peds.2005-0187.PubMedCrossRefGoogle Scholar
- Gonzales, N. A., Germán, M., Kim, S. Y., George, P., Fabrett, F., Millsap, R., et al. (2008). Mexican American adolescents’ cultural orientation, externalizing behavior and academic engagement: The role of traditional cultural values. American Journal of Community Psychology, 41(1-2), 151–164. doi: 10.1007/s10464-007-9152-x.PubMedCrossRefGoogle Scholar
- Joiner, T. E., Perez, M., Wagner, K. D., Berenson, A., & Marquina, G. S. (2001). On fatalism, pessimism, and depressive symptoms among Mexican-American and other adolescents attending an obstetrics-gynecology clinic. Behaviour Research and Therapy, 39, 887–896. doi: 10.1016/S0005-7967(00)00062-0.PubMedCrossRefGoogle Scholar
- Kaufman, P., Chen, X., Choy, S. P., Ruddy, S. A., Miller, A. K., Chandler, K. A., et al. (1999). Indicators of school crime and safety (NCES 1999-057/NCJ-178906). Washington, DC: Departments of Education and Justice.Google Scholar
- Kohler, A., & Lazarín, M. (2007). Hispanic education in the United States. Washington, DC: National Council of La Raza.Google Scholar
- Kupersmidt, J. B., Coie, J. D., & Dodge, K. A. (1990). The role of poor peer relationships in the development of disorder. In S. R. Asher & J. D. Coie (Eds.), Peer rejection in childhood (pp. 274–305). New York, NY: Cambridge University Press.Google Scholar
- Lehman, B. J., & Repetti, R. L. (2007). Bad days don’t end when the school bell rings: The lingering effects of negative school events on children’s mood, self-esteem, and perceptions of parent-child interaction. Social Development, 16, 596–618. doi: 10.1111/j.1467-9507.2007.00398.x.CrossRefGoogle Scholar
- Lorr, M., & McNair, D. M. (1971). The profile of mood states manual. San Diego, CA: Educational and Industrial Testing Service.Google Scholar
- Marín, G., & Marín, B. V. (1991). Research with Hispanic populations. Newbury Park, CA: Sage.Google Scholar
- McKenney, K. S., Pepler, D., Craig, W., & Connolly, J. (2006). Peer victimization and psychosocial adjustment: The experiences of Canadian immigrant youth. Electronic Journal of Research in Educational Psychology, 9(4), 239–264.Google Scholar
- Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, W. J., Simons-Morton, B., & Scheidt, P. (2001). Bullying behaviors among US Youth: Prevalence and association with psychosocial adjustment. Journal of American Medical Assocition, 285(16), 2094–2100. doi: 10.1001/jama.285.16.2094.CrossRefGoogle Scholar
- National High School Center, American Institutes for Research. (2007). Approaches to dropout prevention: Heeding early warning signs with appropriate interventions. Retrieved from www.betterhighschools.org/docs/nhsc_approachestodropoutprevention.pdf.
- Nishina, A., Juvonen, J., & Witkow, M. R. (2005). Sticks and stones may break my bones, but names will make me feel sick: The psychosocial, somatic, and scholastic consequences of peer harassment. Journal of Clinical Child and Adolescent Psychology, 34(1), 37–48. doi: 10.1207/s15374424jccp3401_4.PubMedCrossRefGoogle Scholar
- Pew Hispanic Research Center. (2011). Statistical portrait of Hispanics in the United States, 2009. Retrieved from: http://pewhispanic.org/factsheets/factsheet.php?factsheetID=70.
- Raudenbush, S., & Bryk, A. (2002). Hierarchical linear models: Applications and data analysis methods. New York: Sage Publications Inc.Google Scholar
- Raudenbush, S. W., Bryk, A. S., & Congdon, R. (2004). HLM 6 for Windows [computer software]. Skokie, IL: Scientific Software International, Inc.Google Scholar
- Smith, J. D., Schneider, B. H., Smith, P. K., & Ananiadou, K. (2004). The effectiveness of whole-school antibullying programs: A synthesis of evaluation research. School Psychology Review, 33(4), 547–560.Google Scholar
- U.S. Census Bureau. (2010). School enrollment. Washington DC: U.S. Department of Commerce.Google Scholar