The goals of the current study were to use a three-reporter methodology and multi-level Latent Profile Analysis: (a) to determine the victim groups that emerge; (b) to evaluate the stability of victim groups over one school year; and (c) to examine differences among victim groups across the adjustment constructs of aggression, depression, anxiety, and negative peer relations. Our sample included 1440 racially/ethnically diverse 4^th- and 5^th-grade children (M_age = 10.15; 50% female). At the beginning (T1) and end (T2) of the school year, children completed both self and peer reports of victimization, teachers reported on students’ victimization, and we collected data from multiple reporters on aggression, depression, anxiety, and negative peer relations. At T1, two groups emerged: non-victims (low across all reporters) and victims (high across all reporters). At T2, four groups emerged: non-victims (low across all reporters), moderate victims (moderate across all reporters), discordant high victims (high on self report, very high on peer report, moderate on teacher report), and concordant high victims (high across all reporters). The stability of victim groups from T1 to T2 was largely driven by non-victims; T1 victims dispersed fairly evenly across the four groups at T2. In term of adjustment, non-victims fared best across time points and adjustment constructs. At T2, the three victim groups increased in maladjustment from moderate victims to discordant high victims to concordant high victims. These findings support the use of three-reporter assessment and a multi-level LPA approach to identify children victimized by their peers.

当前研究的目标是使用三报告者方法和多层次潜在特征分析：(a) 确定出现的受害者群体；(b) 评估受害群体在一学年内的稳定性；(c) 检查受害者群体在攻击性、抑郁、焦虑和消极同伴关系的调整结构中的差异。我们的样本包括1440种族/族裔多样化4^日- 5^日-grade儿童（中号_年龄 = 10.15; 50% 女性）。在学年的开始（T1）和结束（T2），孩子们完成了自我和同伴的受害报告，教师报告了学生的受害情况，我们从多位记者那里收集了关于侵略、抑郁、焦虑和消极同伴的数据关系。在 T1 时，出现了两个群体：非受害者（所有记者的低）和受害者（所有记者的高）。在T2，四组出现了：非受害者（在所有记者的低点），中度受害者（在所有记者中度），不和谐的高受害者（高自我报告，同行报告非常高的，适度的老师报告），并一致高受害者（在所有记者中都很高）。从 T1 到 T2 的受害者群体的稳定性很大程度上是由非受害者推动的；T1受害者在 T2 的四个组中分布相当均匀。在调整方面，非受害者在不同时间点和调整结构中表现最好。在T2，三个受害者群体的适应不良从中等受害者增加到不和谐的高度受害者再到和谐的高度受害者。这些发现支持使用三报告者评估和多层次 LPA 方法来识别受同龄人伤害的儿童。