Abstract
The primary objective of this two-wave longitudinal study was to determine whether peer status or negative cognition could account for the well-established relationships between peer victimization and school burnout. In total, 655 students from two junior high schools (Mage = 12.7 years) were assessed at two time points over a 12-month interval. Baseline measures included self-reported and peer-nominated peer victimization, self-reported negative cognition and school burnout, and peer-nominated peer status. After one year, school burnout was again measured. Using a longitudinal mediating model, it was found that adolescents who perceived peer victimization at baseline were more likely to experience school burnout one year later owing to increased elevated negative cognition (mediation effect β = 0.09, 95% bias-corrected bootstrap = [0.06–0.14]). This effect was also moderated by peer status, such that among adolescents with lower peer status, baseline peer victimization was associated with significantly higher rates of school burnout after 12 months (β = 0.22, p < .01), whereas the same was not true for those with high peer status. The current study will help educators better understand the potential mechanism by which they could alleviate adolescent student school burnout by reducing the cognitive bias of bullied adolescents with poor peer status.
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Data Availability
The datasets generated during and/or analyzed during the current study are available from the corresponding author upon reasonable request.
Change history
21 March 2023
A Correction to this paper has been published: https://doi.org/10.1007/s12144-023-04492-6
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Funding
This work was supported by the Western Project of National Social Fund [grant number 21XSH012], the Youth Innovation Team of Shaanxi Universities [social development and education of children], the Research Foundation of Education Bureau of Shaanxi Province, China [grant number 20J2035], the Shaanxi Social Science Fund, China [grant number 2018Q11], and the Research Foundation of Sports Bureau of Shaanxi Provincial, China [grant number 2020173].
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Both authors contributed to the study conception and design. Material preparation, data collection and analysis were performed by Caina Li. The first draft of the manuscript was written by Di Guo and both authors commented on previous versions of the manuscript. Both authors read and approved the final manuscript.
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Guo, D., Li, C. Peer status buffers the detrimental Effects of peer victimization on School Burnout among chinese adolescents via negative cognition. Curr Psychol 42, 29061–29069 (2023). https://doi.org/10.1007/s12144-022-03867-5
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DOI: https://doi.org/10.1007/s12144-022-03867-5