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

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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.

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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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  1. UCLA Department of Psychology, University of California, Los Angeles, 1285 Franz Hall, Los Angeles, CA, 90095-1563, USA

    Guadalupe Espinoza

  2. Department of Psychology, Arizona State University, Tempe, AZ, USA

    Nancy A. Gonzales

  3. Departments of Psychology and Psychiatry and Biobehavioral Sciences, University of California, Los Angeles, Los Angeles, CA, USA

    Andrew J. Fuligni

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  1. Guadalupe Espinoza
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  3. Andrew J. Fuligni
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Correspondence to Guadalupe Espinoza.

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Espinoza, G., Gonzales, N.A. & Fuligni, A.J. Daily School Peer Victimization Experiences Among Mexican-American Adolescents: Associations with Psychosocial, Physical and School Adjustment. J Youth Adolescence 42, 1775–1788 (2013). https://doi.org/10.1007/s10964-012-9874-4

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