Why Does Classroom‐Level Victimization Moderate the Association Between Victimization and Depressive Symptoms? The 'Healthy Context Paradox' and Two Explanations
| Autor: | Wenxin Zhang, Sarah T. Malamut, Linqin Ji, Christina Salmivalli, Bin Pan, Tengfei Li |
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| Rok vydání: | 2021 |
| Předmět: |
Longitudinal study
media_common.quotation_subject education Context (language use) Social Development Affect (psychology) Peer Group Education Developmental and Educational Psychology Humans Longitudinal Studies Child Association (psychology) Crime Victims health care economics and organizations Depressive symptoms media_common Depression Multilevel model Bullying social sciences humanities Friendship Pediatrics Perinatology and Child Health Peer victimization behavior and behavior mechanisms Psychology Clinical psychology |
| Zdroj: | Child Development, 92, 5, pp. 1836-1854 Child Development, 92, 1836-1854 |
| ISSN: | 1467-8624 0009-3920 1836-1854 |
| Popis: | Contains fulltext : 241716.pdf (Publisher’s version ) (Closed access) The present longitudinal study examined how and why classroom-level victimization moderates the prospective association between peer victimization and depressive symptoms with 2,643 third- and fourth-graders (Mage = 10.01 years) in China. Multilevel modeling revealed that peer victimization was more strongly associated with increasing depressive symptoms in classrooms with lower classroom-level victimization. Moreover, two mechanisms were identified to explain the moderating effect of classroom-level victimization. First, low classroom-level victimization reduced victimized children's received friendship nominations from peers, thereby leading to increases in depressive affect. Second, low classroom-level victimization affected victimized children’s depressive symptoms through damage to their social self-concept. These findings provide support for the "healthy context paradox" in the Chinese culture, and highlight the mechanisms of this phenomenon. 19 p. |
| Databáze: | OpenAIRE |
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