Peer victimization has been associated with negative mental health outcomes in school-aged children, including social anxiety. It remains less clear how peer victimization influences children’s thinking about social situations and how parenting behavior may contribute to this relationship. The present study examined these questions in a sample of 178 fourth and fifth graders, who completed measures of peer victimization and maternal overcontrol at baseline and measures of social threat cognitions and social anxiety at baseline and one year later. Results indicated strong concurrent and longitudinal associations between peer victimization and social threat cognitions. Maternal overcontrol was found to moderate these relationships, such that peer victimization was associated with social threat cognitions at baseline and one year later only in students reporting high overcontrol. Social threat cognitions also mediated the relationship between peer victimization at baseline and social anxiety one year later, and this indirect effect was moderated by overcontrol. Findings may suggest that clinicians working with victimized students should identify and address negative perceptions of social situations and the role their parents may play in limiting their access to interactions with peers.

同伴受害与学龄儿童的负面心理健康结果有关，包括社交焦虑。目前尚不清楚同伴受害如何影响儿童对社会情境的思考，以及养育行为如何促成这种关系。本研究在 178 名四年级和五年级学生的样本中检查了这些问题，他们完成了基线时同伴受害和母亲过度控制的测量以及基线和一年后社会威胁认知和社交焦虑的测量。结果表明同伴受害与社会威胁认知之间存在强烈的并发和纵向关联。发现母亲过度控制可以缓和这些关系，这样，同伴受害与基线时的社会威胁认知有关，一年后仅在报告高度过度控制的学生中。社会威胁认知还调节了基线时同伴受害与一年后社交焦虑之间的关系，这种间接影响因过度控制而减弱。调查结果可能表明，与受害学生一起工作的临床医生应该识别并解决对社会情况的负面看法以及他们的父母在限制他们与同龄人互动方面可能扮演的角色。