Abstract

Peer victimization is a widespread and heterogeneous phenomenon, especially during the transition to middle school, and is associated with numerous negative consequences. However, previous research is limited by variable-centric analyses and data manipulations that either fail to capture or mask the complexity of peer victimization many students experience. We used person-centered analyses with continuous variables to detect patterns of peer victimization in a longitudinal sample from Grades 4 (n = 1,349), 5 (n = 1,352), and 6 (n = 1,098). We found five distinct profiles varying by victimization severity (i.e., none, some, pervasive) and form (i.e., relational, verbal, and physical) in each grade level. Female students and Black/African American students experience greater relational victimization during the middle school transition than their male or White peers, respectively, while students with disabilities experience all forms of victimization at greater levels than their non-disabled peers. Study limitations, future research, and practice implications are discussed, including the need for culturally responsive and victimization form-specific prevention and intervention strategies.

Impact Statement

Within a longitudinal sample of students in fourth, fifth, and sixth grades, peer victimization experiences varied by both severity level and form (i.e., relational, verbal, and physical victimization). Female, Black/African American, and students with disabilities were most vulnerable to report victimization during this transition from late elementary to middle school. These results identify the need to improve prevention and intervention efforts for peer victimization as students transition to middle school, including strategies that are more culturally responsive, inclusive, and specific to relational and verbal forms of victimization.

摘要

同伴受害是一种普遍且异质的现象，尤其是在向中学过渡期间，并且会带来许多负面后果。然而，之前的研究受到以变量为中心的分析和数据操作的限制，这些分析和数据操作要么未能捕捉到或掩盖了许多学生经历的同伴受害的复杂性。我们使用具有连续变量的以人为中心的分析来检测来自 4 年级 (n = 1,349)、5 (n = 1,352) 和 6 (n = 1,098) 的纵向样本中的同伴受害模式。我们在每个年级发现了五个不同的特征，这些特征因受害严重程度（即无、有些、普遍）和形式（即关系、言语和身体）而异。女学生和黑人/非洲裔美国学生在中学过渡期间分别比男性或白人同龄人经历了更大的关系受害，而残疾学生比非残疾同龄人经历的各种形式的受害程度更高。讨论了研究局限性、未来研究和实践影响，包括需要文化响应和受害形式特定的预防和干预策略。

影响声明

在四年级、五年级和六年级学生的纵向样本中，同伴受害经历因严重程度和形式（即关系、言语和身体受害）而异。在从小学后期到中学的过渡期间，女性、黑人/非裔美国人和残疾学生最容易受到伤害。这些结果表明，随着学生向中学过渡，有必要改善同伴受害的预防和干预工作，包括更具文化响应性、包容性以及针对关系和语言形式受害的策略。