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Journal of Youth and Adolescence

, Volume 42, Issue 12, pp 1775–1788 | Cite as

Daily School Peer Victimization Experiences Among Mexican-American Adolescents: Associations with Psychosocial, Physical and School Adjustment

  • Guadalupe EspinozaEmail author
  • Nancy A. Gonzales
  • Andrew J. Fuligni
Empirical Research

Abstract

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.

Keywords

Bullying Peer victimization Adolescence Mexican-American students Daily methods 

Notes

Acknowledgments

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.

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Copyright information

© Springer Science+Business Media New York 2012

Authors and Affiliations

  • Guadalupe Espinoza
    • 1
    Email author
  • Nancy A. Gonzales
    • 2
  • Andrew J. Fuligni
    • 3
  1. 1.UCLA Department of PsychologyUniversity of California, Los AngelesLos AngelesUSA
  2. 2.Department of PsychologyArizona State UniversityTempeUSA
  3. 3.Departments of Psychology and Psychiatry and Biobehavioral SciencesUniversity of California, Los AngelesLos AngelesUSA

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