The current longitudinal study examined how between-person (BP) differences and within-person (WP) fluctuations in adolescents’ peer victimization and schooling format across ninth grade related to changes in their internalizing symptoms during the COVID-19 pandemic. Participants were 388 adolescents (61% female; Mage = 14.02) who completed three online surveys, administered 3 months apart, from November 2020 to May 2021. Multilevel modeling revealed BP (time-invariant) and WP (time-varying) effects of peer victimization and school instructional format (i.e., in-person; hybrid; online) on internalizing symptoms while accounting for potentially confounding demographic (e.g., gender) and contextual (e.g., COVID-19 positivity rates) factors. Results indicated that adolescents who experienced higher overall levels of peer victimization across the school year, compared to those who experienced lower victimization, reported more severe internalizing symptoms. Whereas relative WP increases in peer victimization predicted corresponding increases in adolescents’ depressive and somatic symptoms regardless of schooling format, WP increases in peer victimization only predicted elevated anxiety during months when students attended fully in-person, but not online, school. Adolescents who spent a greater proportion of their school year attending online school also reported less peer victimization across the year. Findings highlight WP fluctuations in the effects of peer victimization on internalizing and contextual variations depending on schooling format.

当前的纵向研究调查了九年级青少年同伴受害和学校教育形式的人与人之间 (BP) 差异和人际 (WP) 波动如何与其在 COVID-19 大流行期间内化症状的变化相关。参与者为 388 名青少年（61% 为女性；M岁= 14.02）完成了从 2020 年 11 月到 2021 年 5 月间隔 3 个月进行的三项在线调查。多层次模型揭示了同伴受害和学校教学形式（即，在-人；混合体；在线）在考虑潜在混杂的人口统计（例如性别）和背景（例如 COVID-19 阳性率）因素的同时内化症状。结果表明，与受害程度较低的青少年相比，在整个学年中遭受同伴受害总体水平较高的青少年报告了更严重的内化症状。鉴于同伴受害的相对 WP 增加预示着青少年抑郁和躯体症状的相应增加，无论学校教育形式如何，WP 在同龄人受害中的增加仅预示着学生在完全亲自上学而不是在线上学的几个月内会增加焦虑。在整个学年中有更多时间参加在线学校的青少年也报告说，全年受到同龄人伤害的情况较少。调查结果突出了同伴受害对内化和情境变化影响的 WP 波动，具体取决于学校教育形式。