Bullying victimization is a prevalent problem in upper elementary school that predicts various detrimental outcomes. Increasing evidence suggests that interindividual differences in the severity of these outcomes result from differences in victimization experiences. However, longitudinal research largely overlooked victimization forms. Additionally, it is unclear how the quality of students’ relationships with peers and teachers functions as a risk or protective factor for different patterns of victimization development. This one-year longitudinal study investigated joint trajectories of relational and physical victimization and examined differences between these trajectory classes regarding classroom social relationships as possible antecedents and social-emotional well-being as a possible outcome. A sample of 930 fourth to sixth graders (55 classes, 53.1% girls, M_age = 10.55, SD = 0.90) completed self-reports about relational and physical victimization and social-emotional outcomes (i.e., depressive symptoms, self-esteem). Peer nominations were used to measure the social antecedents (i.e., peer rejection and acceptance, teacher-student closeness and conflict). A 3-step approach including Latent Class Growth Analyses and Growth Mixture Modeling yielded two trajectory classes. Most students experienced low, decreasing relational and physical victimization. A smaller group experienced higher, generally stable victimization, more relational than physical. Younger students and girls were more likely to be members of the latter class. This class was more rejected, less accepted, reported more depressive symptoms and lower self-esteem. Teacher-student closeness and conflict were similar across classes. The current study showed that relational and physical victimization followed a largely parallel development. Low social status was found to be a risk factor for belonging to a victimization trajectory that is characterized by stable levels of both relational and physical victimization, with higher levels of the relational form.

欺凌受害是小学高年级的一个普遍问题，可以预测各种有害结果。越来越多的证据表明，这些结果严重程度的个体间差异是由受害经历的差异造成的。然而，纵向研究在很大程度上忽略了受害形式。此外，尚不清楚学生与同伴和教师的关系质量如何作为不同受害发展模式的风险或保护因素。这项为期一年的纵向研究调查了关系受害和身体受害的联合轨迹，并检查了这些轨迹类别之间关于课堂社会关系作为可能的前因和社会情感幸福作为可能结果的差异。M_年龄 = 10.55, SD = 0.90）完成有关关系和身体受害以及社会情感结果（即抑郁症状、自尊）的自我报告。同伴提名被用来衡量社会前因（即同伴拒绝和接受、师生亲密和冲突）。包括潜在类别增长分析和增长混合建模在内的 3 步方法产生了两个轨迹类别。大多数学生经历了较低的、减少的关系和身体受害。一个较小的群体经历了更高的，通常是稳定的受害，更多的是关系而不是身体。较年轻的学生和女孩更有可能成为后者的成员。这个班级被更多地拒绝，更少被接受，报告更多的抑郁症状和更低的自尊心。师生之间的亲密关系和冲突在班级中是相似的。目前的研究表明，关系受害和身体受害在很大程度上是平行发展的。低社会地位被发现是属于受害轨迹的风险因素，其特征是关系和身体受害水平稳定，关系形式水平较高。