Publication details

Healthy context paradox: Peer acceptance and peer rejection of victimized early adolescents in different classrooms.

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Year of publication 2023
Type Appeared in Conference without Proceedings
MU Faculty or unit

Faculty of Arts

Description Past research showed that victimized students experience lower levels of maladjustment in classrooms with higher numbers of victimized students. Therefore, the present study verified the hypotheses that in early adolescents, classroom victimization rate would weaken the negative association between victimization and peer acceptance and the positive association between victimization and peer rejection over a half year interval. The sample consisted of 751 elementary school students (51% female, Mage = 12.93±.41) clustered in 39 classes (with average class size of 24±4 students). First, linear mixed models confirmed the expected interactive effects of individual victimization and classroom victimization rate on peer acceptance and peer rejection. The found interactive effects indicated that victimized students became less accepted and more rejected over time, but these associations were weaker in classrooms with higher victimization rate. Further, the findings from the linear mixed models were complemented by insights from social network analysis. Stochastic actor-oriented modeling were applied to investigate the role of defenders and other victimized students in the changes of peer status of victimized students. In sum, the study brought longitudinal support for the healthy context paradox for both peer acceptance and peer rejection.
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