Resilience to Peer Victimization: The Role of School Attachment
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| Title: | Resilience to Peer Victimization: The Role of School Attachment |
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| Language: | English |
| Authors: | Ge Yu |
| Source: | ProQuest LLC. 2021Ph.D. Dissertation, University of Kansas. |
| Availability: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 86 |
| Publication Date: | 2021 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Middle School Students, Bullying, Peer Relationship, Resilience (Psychology), Sense of Belonging, Social Capital, Self Esteem, Prosocial Behavior |
| ISBN: | 979-84-604-3260-8 |
| Abstract: | Previous studies showed that social capital may serve as a source of resilience for students in risky situations (Aldrich, 2012; Kokubun et al., 2020; Kordan et al., 2019; Pfefferbaum et al., 2017). The current study aimed to explore a possible association between one indicator of middle school students' social capital -- school attachment -- and resilience for students targeted in peer victimization. Specifically, it examined whether school attachment serves as a moderator of the relation between experiences with peer victimization (including physical, relational, and cyber victimization) and two positive outcomes (i.e., self-esteem and prosocial behavior) by using structural equation modeling (SEM). Data was collected in the spring semester of 2017. The sample included 247 sixth through eighth grade students recruited from a public middle school in the Midwestern United States. Participants were between the age of 11 and 15 years (M = 12.66, SD = 0.95), and 50.2% were boys. Results indicated that peer victimization was significantly negatively associated with students' self-esteem, and school attachment was significantly positively associated with self-esteem. The interaction between peer victimization and school attachment was not significant in the current study, but the simple slope analysis and graphical representations indicated a protective-reactive resilience trend that school attachment could moderate the negative relationship between peer victimization and students' self-esteem. No main effects or evidence of moderation were found with prosocial behavior as the outcome variable. There is a clear need for future studies to confirm and further explore these associations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:28648111 |
| Accession Number: | ED669947 |
| Database: | ERIC |
| Abstract: | Previous studies showed that social capital may serve as a source of resilience for students in risky situations (Aldrich, 2012; Kokubun et al., 2020; Kordan et al., 2019; Pfefferbaum et al., 2017). The current study aimed to explore a possible association between one indicator of middle school students' social capital -- school attachment -- and resilience for students targeted in peer victimization. Specifically, it examined whether school attachment serves as a moderator of the relation between experiences with peer victimization (including physical, relational, and cyber victimization) and two positive outcomes (i.e., self-esteem and prosocial behavior) by using structural equation modeling (SEM). Data was collected in the spring semester of 2017. The sample included 247 sixth through eighth grade students recruited from a public middle school in the Midwestern United States. Participants were between the age of 11 and 15 years (M = 12.66, SD = 0.95), and 50.2% were boys. Results indicated that peer victimization was significantly negatively associated with students' self-esteem, and school attachment was significantly positively associated with self-esteem. The interaction between peer victimization and school attachment was not significant in the current study, but the simple slope analysis and graphical representations indicated a protective-reactive resilience trend that school attachment could moderate the negative relationship between peer victimization and students' self-esteem. No main effects or evidence of moderation were found with prosocial behavior as the outcome variable. There is a clear need for future studies to confirm and further explore these associations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
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| ISBN: | 979-84-604-3260-8 |
