Skip to main content
SpringerLink
Log in

Self- and Peer-Identified Victims in Late Childhood: Differences in Perceptions of the School Ecology

  • Empirical Research
  • Published:
Journal of Youth and Adolescence Aims and scope Submit manuscript

Abstract

Patterns of adjustment for youth victimized by peers vary depending on whether youth are identified as victims through self-reports, peer-reports, or both. In order to provide more targeted strategies that may help mitigate negative consequences associated with specific victimization groups, more information is needed about how these youth perceive their school ecology (bullying and academic ecology), their feelings of school belonging, and their valuing of school. Based on the convergence of self- and peer-reports of victimization, we identified four victim groups from a sample of students in 5th grade classrooms (N = 1360; 52.8% girls, 53.1% White, 34.6% Black or Hispanic, 12.2% Native American, Asian, or other) using Latent Profile Analysis (LPA): convergent victims (high self- and peer-reports), self-identified victims (high self-, low peer-reports), peer-identified victims (low self-, high peer-reports), and nonvictims (low self- and peer-reports). Convergent victims’ perceptions were similar to nonvictims with key differences being convergent victims’ greater willingness to protect peers being bullied but lower feelings of school belonging compared to nonvictims. Peer-identified and self-identified victims perceived differences in the bullying and academic ecology including peer-identified victims’ greater willingness to protect peers and expectations for more peers to encourage bulling against them compared to self-identified victims. However, both peer- and self-identified victims perceived greater emotional risk of participating in class and had lower feelings of school belonging compared to nonvictims. Implications for supporting youth with divergent self- and peer-reported victimization status as they transition to middle school are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Ahn, H. J., & Rodkin, P. C. (2014). Classroom-level predictors of the social status of aggression: Friendship centralization, friendship density, teacher-student attunement, and gender. Journal of Educational Psychology, 106, 1144–1155. doi:10.1037/a0036091.

    Article  Google Scholar 

  • Ahn, H. J., Rodkin, P. C., & Gest, S. (2013). Teacher–student agreement on “bullies and kids they pick on” in elementary school classrooms: Gender and grade differences. Theory Into Practice, 52, 257–263. doi:10.1080/00405841.2013.829728.

    Article  Google Scholar 

  • Baldwin, M. W. (1992). Relational schema and the processing of social information. Psychological Bulletin, 112, 461–484. doi:10.1037/0033-2909.112.3.461.

    Article  Google Scholar 

  • Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1–26. doi:10.1146/annurev.psych.52.1.1.

    Article  PubMed  Google Scholar 

  • Belfield, C., & Levin, H. M. (2007). The price we pay: Economic and social consequences of inadequate education. Washington, DC: Brookings Institution Press.

    Google Scholar 

  • Bettencourt, A., & Farrell, A. (2013). Individual and contextual factors associated with patterns of aggression and peer victimization during middle school. Journal of Youth and Adolescence, 42, 285–302. doi:10.1007/s10964-012-9854-8.

    Article  PubMed  Google Scholar 

  • Bettencourt, A., Farrell, A., & Liu, W. (2013). Stability and change in patterns of peer victimization and aggression during adolescence. Journal of Clinical Child & Adolescent Psychology, 42, 429–441. doi:10.1080/15374416.2012.738455.

    Article  Google Scholar 

  • Boulton, M., Trueman, M., Chau, C., Whitehand, C., & Amatya, K. (1999). Concurrent and longitudinal links between friendship and peer victimization: Implications for befriending interventions. Journal of Adolescence, 22, 461–466. doi:10.1006/jado.1999.0240.

    Article  PubMed  Google Scholar 

  • Buhs, E. S., Ladd, G. W., & Herald, S. L. (2006). Peer exclusion and victimization: Processes that mediate relation between peer group rejection and children’s classroom engagement and achievement. Journal of Educational Psychology, 98, 1–13. doi:10.1037/0022-0663.98.1.1.

    Article  Google Scholar 

  • Cairns, R. B., Leung, M.-C., Gest, S. D., & Cairns, B. D. (1995). A brief method for assessing social development: Structure, reliability, stability, and developmental validity of the interpersonal competence scale. Behaviour Research and Therapy, 33, 725–736. doi:10.1016/0005-7967(95)00004-H.

    Article  PubMed  Google Scholar 

  • Card, N. A., & Hodges, E. V. E. (2006). Shared targets for aggression by early adolescent friends. Developmental Psychology, 42, 1327–1338. doi:10.1037/0012-1649.42.6.1327.

    Article  PubMed  Google Scholar 

  • Card, N. A., & Hodges, E. V. E. (2008). Peer victimization among schoolchildren: Correlations, causes, consequences, and considerations in assessment and intervention. School Psychology Quarterly, 23, 451–461. doi:10.1037/a0012769.

    Article  Google Scholar 

  • Crick, N. R., & Bigbee, M. A. (1998). Relational and overt forms of peer victimization: A multi-informant approach. Journal of Consulting and Clinical Psychology, 66, 337–347. doi:10.1037/0022-006X.66.2.337.

    Article  PubMed  Google Scholar 

  • Crick, N. R., & Dodge, K. (1994). A review and reformulation of social information-processing mechanisms in children’s social adjustment. Psychological Bulletin, 115, 74–101. doi:10.1037/0033-2909.115.1.74.

    Article  Google Scholar 

  • Dawes, M., Chen, C.-C., Zumbrunn, S. K., Mehtaji, M., Farmer, T. W., & Hamm, J. V. (2016). Teacher attunement to peer-nominated aggressors. Aggressive Behavior, 43, 263–272. doi:10.1002/ab.21686.

    Article  PubMed  Google Scholar 

  • Dawes, M., &Xie, H. (2016). The trajectory of popularity goal during the transition to middle school. Journal of Early Adolescence, 1-32. doi:10.1177/0272431615626301.

  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Springer.

    Book  Google Scholar 

  • Dijkstra, J. K., & Gest, S. (2015). Peer norm salience for academic achievement, prosocial behavior, and bullying. The Journal of Early Adolescence, 35, 79–96. doi:10.1177/0272431614524303.

    Article  Google Scholar 

  • Dijkstra, J. K., Lindenberg, S., & Veenstra, R. (2008). Beyond the class norm: Bullying behavior of popular adolescents and its relation to peer acceptance and rejection. Journal of Abnormal Child Psychology, 36, 1289–1299.

    Article  PubMed  Google Scholar 

  • Dodge, K. A., & Frame, C. L. (1982). Social cognitive biases and deficits in aggressive boys. Child Development, 53, 620–635. doi:10.2307/1129373.

    Article  PubMed  Google Scholar 

  • Dotterer, A. M., McHale, S. M., & Crouter, A. C. (2009). The development and correlates of academic interests from childhood through adolescence. Journal of Educational Psychology, 101, 509–519. doi:10.1037/a0013987.

    Article  PubMed  PubMed Central  Google Scholar 

  • Downson, M., & McInerney, D. M. (2003). What do students say about their motivational goals?Towards a more complex and dynamic perspective on student motivation. Contemporary Educational Psychology, 28, 91–113. doi:10.1016/S0361-476X(02)00010-3.

    Article  Google Scholar 

  • Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040–1048. doi:10.1037/0003-066X.41.10.1040.

    Article  Google Scholar 

  • Eccles, J. S., & Midgley, C. (1989). Stage/environment fit: Developmentally appropriate classrooms for early adolescents. In R. Ames, & C. Ames (Eds.), Research on motivation in education (vol. 3, pp. 139–181). San Diego, CA: Academic Press.

    Google Scholar 

  • Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanaga, C., & MacIver, D. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents’ experiences in schools and in families. American Psychologist, 48, 90–101. doi:10.1037/0003-066X.48.2.90.

    Article  PubMed  Google Scholar 

  • Eccles, J. S., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21, 225–241. doi:10.1111/j.1532-7795.2010.00725.x.

    Article  Google Scholar 

  • Eccles, J. S., Wigfield, A., & Schiefele, U. (1998). Motivation to succeed. In W. Damon (Series Ed.) and N. Eisenberg (Vol. Ed.), Handbook of child psychology (5th ed., Vol. 3, pp. 1017–1095). New York: Wiley.

    Google Scholar 

  • Estell, D. B., Farmer, T. W., & Cairns, B. D. (2007). Bullies and victims in rural African American youth: Behavioral characteristics and social network placement. Aggressive Behavior, 33, 145–159. doi:10.1002/ab.20176.

    Article  PubMed  Google Scholar 

  • Farmer, T. W., Lines, M. M., & Hamm, J. V. (2011). Revealing the invisible hand: The role of teachers in children’s peer experiences. Journal of Applied Developmental Psychology, 32, 247–256. doi:10.1016/j.appdev.2011.04.006.

    Article  Google Scholar 

  • Finn, J. (1989). Withdrawing from school. Review of Educational Research, 59, 117–142. doi:10.3102/00346543059002117.

    Article  Google Scholar 

  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109. doi:10.3102/00346543074001059.

    Article  Google Scholar 

  • Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95, 148–162. doi:10.1037/0022-0663.95.1.148.

    Article  Google Scholar 

  • Gest, S. D., Sesma, A., Masten, A. S., & Tellegen, A. (2006). Childhood peer reputation as a predictor of competence and symptoms 10 years later. Journal of Abnormal Child Psychology, 34, 509–526. doi:10.1007/s10802-006-9029-8.

    Article  PubMed  Google Scholar 

  • Goodenow, C. (1993). Classroom belonging among early adolescent students: Relationships to motivation and achievement. The Journal of Early Adolescence, 13, 21–43. doi:10.1177/0272431693013001002.

    Article  Google Scholar 

  • Gorman, A. H., Kim, J., & Schimmelbusch, A. (2002). The attributes adolescents associate with peer popularity and teacher preference. Journal of School Psychology, 40, 143–165. doi:10.1016/S0022-4405(02)00092-4.

    Article  Google Scholar 

  • Graham, S., Bellmore, A. D., & Juvonen, J. (2003). Peer victimization in middle school. Journal of Applied School Psychology, 19, 117–137. doi:10.1300/J008v19n02_08.

    Article  Google Scholar 

  • Graham, S., Bellmore, A., & Mize, J. (2006). Peer victimization, aggression, and their co-occurrence in middle school: pathways to adjustment problems. Journal of Abnormal Child Psychology, 34, 363–378. doi:10.1007/s10802-006-9030-2.

    Article  PubMed  Google Scholar 

  • Graham, S., & Juvonen, J. (1998). Self-blame and peer victimization in middle school: An attributional analysis. Developmental Psychology, 34, 587–599. doi:10.1037/0012-1649.34.3.587.

    Article  PubMed  Google Scholar 

  • Grant, H., & Dweck, C. S. (2003). Clarifying achievement goals and their impact. Journal of Personality and Social Psychology, 85, 541–553. doi:10.1037/0022-3514.85.3.541.

    Article  PubMed  Google Scholar 

  • Hagborg, W. J. (1998). An investigation of a brief measure of school membership. Adolescence, 33(130), 461–468.

    PubMed  Google Scholar 

  • Hamm, J. V., & Faircloth, B. S. (2005). Peer context of mathematics classroom belonging. Journal of Early Adolescence, 25, 345–366. doi:10.1177/0272431605276932.

    Article  Google Scholar 

  • Hamm, J. V., Farmer, T. W., Dadisman, K., Gravelle, M., & Murray, A. R. (2011). Teachers’ attunement to students’ peer group affiliations as a source of improved student experiences of the school social-affective context following the middle school transition. Journal of Applied Developmental Psychology, 32, 267–277. doi:10.1016/j.appdev.2010.06.003.

    Article  Google Scholar 

  • Hamm, J. V., Farmer, T. W., Lambert, K., & Gravelle, M. (2014). Enhancing peer cultures of academic effort and achievement in early adolescence: Promotive effects of the SEALS intervention. Developmental Psychology, 50, 216–228. doi:10.1037/a0032979.

    Article  PubMed  Google Scholar 

  • Hardy, C. L., Bukowski, W. M., & Sippola, L. K. (2002). Stability and change in peer relationships during the transition to middle-level school. The Journal of Early Adolescence, 22, 117–142. doi:10.1177/0272431602022002001.

    Article  Google Scholar 

  • Hawker, D., & Boulton, M. (2000). Twenty years’ research on peer victimization and psychosocial maladjustment: A meta-analytic review of cross sectional studies. Journal of Child Psychology and Psychiatry, 41, 441–455. doi:10.1111/1469-7610.00629.

    Article  PubMed  Google Scholar 

  • Hawley, P. H. (1999). The ontogenesis of social dominance: a strategy-based evolutionary perspective. Developmental Review, 19, 97–132. doi:10.1006/drev.1998.0470.

    Article  Google Scholar 

  • Haynie, D. L., Nansel, T., Eitel, P., Crump, A. D., Saylor, K., Yu, K., & Simons-Morton, B. (2001). Bullies, victims, and bully/victims: Distinct groups of at-risk youth. The Journal of Early Adolescence, 21, 29–49. doi:10.1177/0272431601021001002.

    Article  Google Scholar 

  • Hodges, E. V. E., & Perry, D. G. (1999). Personal and interpersonal antecedents and consequences of victimization by peers. Journal of Personality and Social Psychology, 76, 677–685. doi:10.1037/0022-3514.76.4.677.

    Article  PubMed  Google Scholar 

  • Juvonen, J., & Galván, A. (2008). Peer influence in involuntary social groups: Lessons from research on bullying. In M. Prinstein, & K. Dodge (Eds.), Peer influence processes among youth (pp. 225–244). New York: Guilford Press.

    Google Scholar 

  • Juvonen, J., & Murdock, T. B. (1995). Grade‐level differences in the social value of effort: Implications for self‐presentation tactics of early adolescents. Child development, 66, 1694–1705. doi:10.1111/j.1467-8624.1995.tb00959.x.

    Article  PubMed  Google Scholar 

  • Juvonen, J., Nishina, A., & Graham, S. (2000). Peer harassment, psychological adjustment, and school functioning in early adolescence. Journal of Educational Psychology, 92, 349–359. doi:10.1037/0022-0663.92.2.349.

    Article  Google Scholar 

  • Juvonen, J., Nishina, A., & Graham, S. (2001). Self-views versus peer perceptions of victim status among early adolescents. In J. Juvonen, & S. Graham (Eds.), Peer harassment in school: The plight of the vulnerable and victimized (pp. 196–214). New York: Guilford.

    Google Scholar 

  • Juvonen, J., & Wentzel, K. R. (1996). Social motivation: Understanding children’s school adjustment. New York: Cambridge University Press.

    Book  Google Scholar 

  • Kaltiala-Heino, R., Rimpelä, M., Rantanen, P., & Rimpelä, A. (2000). Bullying at school: An indicator for adolescents at risk for mental disorders. Journal of Adolescence, 23, 661–674. doi:10.1006/jado.2000.0351.

    Article  PubMed  Google Scholar 

  • Kӓrnӓ, A., Voeten, M., Poskiparta, E., & Salmivalli, C. (2010). Vulnerable children in varying classroom contexts: Bystanders’ behaviors moderate the effects of risk factors on victimization. Merrill-Palmer Quarterly, 56, 261–282. doi:10.1353/mpq.0.0052.

    Article  Google Scholar 

  • Kumpulainen, K., Rasanen, E., & Henttonen, I. (1999). Children involved in bullying: psychological disturbance and the persistence of the involvement. Child Abuse & Neglect, 23, 1253–1262. doi:10.1016/S0145-2134(99)00098-8.

    Article  Google Scholar 

  • Ladd, G., & Kochenderfer-Ladd, B. (2002). Identifying victims of peer aggression from early to middle childhood: Analysis of cross-informant data for concordance, estimation of relational adjustment, prevalence of victimization, and characteristics of identified victims. Psychological Assessment, 14, 74–96. doi:10.1037/1040-3590.14.1.74.

    Article  PubMed  Google Scholar 

  • Lanza, S. T., & Cooper, B. R. (2016). Latent class analysis for developmental research. Child Development Perspectives, 10, 59–64. doi:10.1111/cdep.12163.

    Article  Google Scholar 

  • Leff, S. S., Power, T. J., Costigan, T. E., & Manz, P. H. (2003). Assessing the climate of the playground and lunchroom: Implications for bullying prevention programming. School Psychology Review, 32, 418–430.

    Google Scholar 

  • Lo, Y., Mendell, N., & Rubin, D. (2001). Testing the number of components in a normal mixture. Biometrika, 88, 767–778.

    Article  Google Scholar 

  • Marks, P., Babcock, B., Cillessen, A., & Crick, N. (2013). The effects of participation rate on the internal reliability of peer nomination measures. Social Development, 22, 609–622. doi:10.1111/j.1467-9507.2012.00661.x.

    Article  Google Scholar 

  • McCutcheon, A. C. (1987). Latent class analysis. Beverly Hills, CA: Sage.

    Book  Google Scholar 

  • McDougall, P., & Vaillancourt, T. (2015). Long-term adult outcomes of peer victimization in childhood and adolescence: Pathways to adjustment and maladjustment. American Psychologist, 70, 300–315. doi:10.1037/a0039174.

    Article  PubMed  Google Scholar 

  • Muthén, L. K., & Muthén, B. O. (2010). Mplus user’s Guide (6th ed.). Los Angeles, CA: Muthén & Muthén.

    Google Scholar 

  • Nakamoto, J., & Schwartz, D. (2010). Is peer victimization associated with academic achievement? A meta-analytic review. Social Development, 19, 221–242. doi:10.1111/j.1467-9507.2009.00539.x.

    Article  Google Scholar 

  • Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, J., Simons-Morton, B., & Scheidt, P. (2001). Bullying behaviors among us youth: Prevalence and association with psychosocial adjustment. The Journal of the American Medical Association, 285, 2094–2100. doi:10.1001/jama.285.16.2094.

    Article  PubMed  Google Scholar 

  • 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 & Adolescent Psychology, 34, 37–48. doi:10.1207/s15374424jccp3401_4.

    Article  Google Scholar 

  • Norwalk, K. E., Hamm, J. V., Farmer, T. W., & Barnes, K. L. (2015). Improving the school context of early adolescence through teacher attunement to victimization: Effects on school belonging. Journal of Early Adolescence. Advance online publication. doi: 10.1177/027243165590230

  • Nylund, K., Asparouhov, T., & Muthén, B. (2007). Deciding on the number of classes in latent class analysis and growth mixture modeling: A Monte Carlo simulation Study. Structural Equation Modeling: A Multidisciplinary Journal, 14, 535–569. doi:10.1080/10705510701575396.

    Article  Google Scholar 

  • Olweus, D. (1986). The Olweus bully/victim questionnaire. Bergen, Norway: Research Centre for Health Promotion (HEMIL Center), University of Bergen. Mimeo.

    Google Scholar 

  • Olweus, D. (1996). The revised Olweus bully/victim questionnaire. Bergen, Norway: Research Centre for Health Promotion (HEMIL Center), University of Bergen. Mimeo.

    Google Scholar 

  • Osterman, K. F. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70, 323–367. doi:10.3102/00346543070003323.

    Article  Google Scholar 

  • Parkhurst, J. T., & Hopmeyer, A. (1998). Sociometric popularity and peer-perceived popularity: Two distinct dimensions of peer status. The Journal of Early Adolescence, 18, 125–144. doi:10.1177/0272431698018002001.

    Article  Google Scholar 

  • Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents’ perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99, 83–98. doi:10.1037/0022-0663.99.1.83.

    Article  Google Scholar 

  • Pellegrini, A. D., & Long, J. D. (2002). A longitudinal study of bullying, dominance, and victimization during the transition from primary school through secondary school. British Journal of Developmental Psychology, 20, 259–280. doi:10.1348/026151002166442.

    Article  Google Scholar 

  • Perry, D. G., Hodges, E. V. E., & Egan, S. K. (2001). Determinants of chronic victimization by peers: A review and new model of family influence. In J. Juvonen, S. Graham (Eds.). Peer harassment in school: The plight of the vulnerable and victimized (pp. 73–103). New York, NY: Guilford Press.

    Google Scholar 

  • Perdue, N. H., Manzeske, D. P., & Estell, D. B. (2009). Early predictors of school engagement: Exploring the role of peer relationships. Psychology in the Schools, 46, 1084–1097. doi:10.1002/pits.20446.

    Article  Google Scholar 

  • Polanin, J., Espelage, D. L., & Pigott, T. D. (2012). A meta-analysis of school-based bullying prevention programs’ effects on bystander intervention behavior and empathy attitude. School Psychology Review, 41, 47–65. doi:10.1177/0741932514564564.

    Google Scholar 

  • Prinstein, M. J., Rancourt, D., Guerry, J. D., & Browne, C. B. (2009). Peer reputations and psychological adjustment. In K. H. Rubin, M. Bukowski, & B. Laursen (Eds.), Handbook of peer interactions, relationships, and groups (pp. 548–567). New York: Guilford Press.

    Google Scholar 

  • Rigby, K., & Johnson, B. (2006). Expressed readiness of Australian school children to act as bystanders in support of children who are being bullied. Educational Psychology, 26, 425–440. doi:10.1080/01443410500342047.

    Article  Google Scholar 

  • Rodkin, P., Farmer, T., Pearl, R., & Van Acker, R. (2000). Heterogeneity of popular boys: Antisocial and prosocial configurations. Developmental Psychology, 36, 14–24. doi:10.1037/0012-1649.36.1.14.

    Article  PubMed  Google Scholar 

  • Rodkin, P. C., & Gest, S. D. (2011). Teaching practices, classroom peer ecologies, and bullying behaviors among schoolchildren. In D. L. Espelage, & S. Swearer (Eds.), Bullying in North American Schools (2nd ed., pp. 75–90). New York: Routledge.

    Google Scholar 

  • Rodkin, P. C., & Hodges, E. V. E. (2003). Bullies and victims in the peer ecology: Four questions for psychologists and school professionals. School Psychology Review, 32, 384–400.

    Google Scholar 

  • Rodkin, P. C., & Ryan, A. M. (2012). Child and adolescent peer relations in educational context. In S. Graham, J. M. Royer, & M. Zeidner (Assoc. Eds.). APA educational psychology handbook (Vol. 2, pp. 363–389). Washington, DC: American Psychological Association. Editor-in-Chief: K. R. Harris, S. Graham, & T. Urdan doi:10.1037/13274-015.

    Google Scholar 

  • Rosen, P. J., Milich, R., & Harris, M. J. (2007). Victims of their own cognitions: Implicit social cognitions, emotional distress, and peer victimization. Journal of Applied Developmental Psychology, 28, 211–226. doi:10.1016/j.appdev.2007.02.001.

    Article  Google Scholar 

  • Rueger, S. Y., & Jenkins, L. N. (2014). Effects of peer victimization on psychological and academic adjustment in early adolescence. School Psychology Quarterly, 29, 77–88. doi:10.1037/spq0000036.

    Article  PubMed  Google Scholar 

  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78.

    Article  PubMed  Google Scholar 

  • Salmivalli, C. (2010). Bullying and the peer group: A review. Aggression and Violent Behavior, 15, 112–120. doi:10.1016/j.avb.2009.08.007.

    Article  Google Scholar 

  • Scholte, R., Burk, W., & Overbeek, G. (2013). Divergence in self- and peer-reported victimization and its association to concurrent and prospective adjustment. Journal of Youth and Adolescence, 42, 1789–1800. doi:10.1007/s10964-012-9896-y.

    Article  PubMed  Google Scholar 

  • Schwartz, D., Gorman, A. H., Nakamoto, J., & Toblin, R. (2005). Victimization in the peer group and children’s academic functioning. Journal of Educational Psychology, 97, 425–435. doi:10.1037/0022-0663.97.3.425.

    Article  Google Scholar 

  • Schwartz, D., Lansford, J. E., Dodge, K. A., Pettit, G. S., & Bates, J. E. (2015). Peer victimization during middle childhood as a lead indicator of internalizing problems and diagnostic outcomes in late. Journal of Clinical Child & Adolescent Psychology, 44, 393–404. doi:10.1080/15374416.2014.881293.

    Article  Google Scholar 

  • Sharkey, J. D., Ruderman, M. A., Mayworm, A. M., Green, J. G., Furlong, M. J., Rivera, N., & Purisch, L. (2015). Psychological functioning of bullied youth who adopt versus deny the bully-victim label. School Psychology Quarterly, 30, 91–104. doi:10.1037/spq0000077.

    Article  PubMed  Google Scholar 

  • Shim, S. S., Cho, Y., & Wang, C. (2013). Classroom goal structures, social achievement goals, and adjustment in middle school. Learning and Instruction, 23, 69–77. doi:10.1016/j.learninstruc.2012.05.008.

    Article  Google Scholar 

  • Solberg, M. E., & Olweus, D. (2003). Prevalence estimation of school bullying with the Olweus Bully/Victim Questionnaire. Aggressive behavior, 29, 239–268. doi:10.1002/ab.10047.

    Article  Google Scholar 

  • Song, S. Y. (2005). Protective peer ecology scale- Middle school. Unpublished Measure, New Haven, CT: Yale Child Study Center.

  • Troop-Gordon, W., Visconti, K. J., & Kuntz, K. J. (2011). Perceived popularity during early adolescence: Links to declining school adjustment among aggressive youth. The Journal of Early Adolescence, 31, 125–151. doi:10.1177/0272431610384488.

    Article  Google Scholar 

  • Ttofi, M. M., & Farrington, D. P. (2011). Effectiveness of school-based programs to reduce bullying: A systematic and meta-analytic review. Journal of Experimental Criminology, 7, 27–56. doi:10.1007/s11292-010-9109-1.

    Article  Google Scholar 

  • Van den Berg, Y. H., Segers, E., & Cillessen, A. H. N. (2012). Changing peer perceptions and victimization through classroom arrangements: A field experiment. Journal of Abnormal Child Psychology, 40, 403–412. doi:10.1007/s10802-011-9567-6.

    Article  PubMed  Google Scholar 

  • Voelkl, K. E. (1996). Measuring students’ identification with school. Educational and Psychological Measurement, 56, 760–770. doi:10.1177/0013164496056005003.

    Article  Google Scholar 

  • Wang, M.-T., & Holcombe, R. (2010). Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal, 47, 633–662. doi:10.3102/0002831209361209.

    Article  Google Scholar 

  • Wentzel, K. R. (2009). Peer relationships and motivation at school. In K. Rubin, W. Bukowski, & B. Laursen (Eds.), Handbook on peer relationships (pp. 531–547). New York, NY: Guilford.

    Google Scholar 

  • Williford, A., Brisson, D., Bender, K., Jenson, J., & Forrest-Bank, S. (2011). Patterns of aggressive behavior and peer victimization from childhood to early adolescence: A latent class analysis. Journal of Youth and Adolescence, 40, 644–55. doi:10.1007/s10964-010-9583-9.

    Article  PubMed  Google Scholar 

  • Wormington, S. V., Anderson, K. G., Schneider, A., Tomlinson, K. L., & Brown, S. A. (2016). Peer victimization and adolescent adjustment: Does school belonging matter? Journal of School Violence, 15, 1–21. doi:10.1080/15388220.2014.922472.

    Article  PubMed  Google Scholar 

Download references

Acknowledgements

We gratefully acknowledge the students who participated in this study and the schools that assisted our study in various ways. Michelle Huneke is also acknowledged for her help in manuscript preparation.

Funding

This research was supported in part by grants from the Institute of Educational Sciences (R305A04056; R305A120812; R305A140434; R305A160398) awarded to Thomas W. Farmer and Jill V. Hamm (PIs). The views expressed in this article are those of the authors and do not necessarily reflect the views of the granting agency.

Authors’ contributions

M.D. conceived of the study, conducted all statistical analyses, and drafted the manuscript. C-C.C. also participated in study conception, assisted with statistical analyses, and helped draft the manuscript. T.F. contributed to the study design, coordinated data collection, and helped draft the manuscript. J.H. also contributed to the study design, coordination of data collection, and helped to draft the manuscript. All authors read and approved the final manuscript.

Author information

Authors and Affiliations

  1. School of Education, College of William and Mary, Williamsburg, VA, USA

    Molly Dawes

  2. School of Education, Virginia Commonwealth University, Richmond, VA, USA

    Chin-Chih Chen

  3. School of Education, College of William and Mary, Williamsburg, VA, USA

    Thomas W. Farmer

  4. School of Education, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA

    Jill V. Hamm

Authors
  1. Molly Dawes
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Chin-Chih Chen
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Thomas W. Farmer
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Jill V. Hamm
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Molly Dawes.

Ethics declarations

Conflict of Interest

The authors declare that they have no competing interest..

Ethical Approval

All procedures performed in the current study were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed Consent

Informed consent was obtained for all participants in the study.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Dawes, M., Chen, CC., Farmer, T.W. et al. Self- and Peer-Identified Victims in Late Childhood: Differences in Perceptions of the School Ecology. J Youth Adolescence 46, 2273–2288 (2017). https://doi.org/10.1007/s10964-017-0688-2

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10964-017-0688-2

Keywords

Search

Navigation