Moderating Effects of Group- and Self-Orientations on the Relations between Peer Victimization and Adjustment in Chinese Adolescents
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| Title: | Moderating Effects of Group- and Self-Orientations on the Relations between Peer Victimization and Adjustment in Chinese Adolescents |
|---|---|
| Language: | English |
| Authors: | Siman Zhao, Xinyin Chen, Panpan Yang, Dan Li, Junsheng Liu, Shihong Liu |
| Source: | Social Development. 2025 34(3). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education Grade 6 |
| Descriptors: | Peer Relationship, Bullying, Victims, Student Adjustment, Middle School Students, Grade 6, Adjustment (to Environment), Foreign Countries, Self Concept, Adolescents |
| Geographic Terms: | China |
| DOI: | 10.1111/sode.70013 |
| ISSN: | 0961-205X 1467-9507 |
| Abstract: | This 1-year longitudinal study examined the moderating effects of group- and self-orientations on the relations between peer victimization and social, academic, and psychological adjustment in Chinese young adolescents. Participants included 323 sixth-grade students (165 boys, initial M[subscript age] = 12.5 years) in middle schools. Data on peer victimization, group- and self-orientations, and adjustment were obtained from multiple sources, including peer nominations, self-reports, teacher ratings, and school records. It was found that peer victimization was positively associated with later teacher-rated learning problems and self-reported loneliness and negatively associated with later teacher-rated school competence, academic achievement, and perceived self-worth among adolescents who were high on group-orientation or low on self-orientation, but not among those with low group-orientation or high self-orientation. The results suggest that group-orientation may be a vulnerability factor, whereas self-orientation may be a protective factor in the development of adolescents who experience peer victimization. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1478580 |
| Database: | ERIC |
| Abstract: | This 1-year longitudinal study examined the moderating effects of group- and self-orientations on the relations between peer victimization and social, academic, and psychological adjustment in Chinese young adolescents. Participants included 323 sixth-grade students (165 boys, initial M[subscript age] = 12.5 years) in middle schools. Data on peer victimization, group- and self-orientations, and adjustment were obtained from multiple sources, including peer nominations, self-reports, teacher ratings, and school records. It was found that peer victimization was positively associated with later teacher-rated learning problems and self-reported loneliness and negatively associated with later teacher-rated school competence, academic achievement, and perceived self-worth among adolescents who were high on group-orientation or low on self-orientation, but not among those with low group-orientation or high self-orientation. The results suggest that group-orientation may be a vulnerability factor, whereas self-orientation may be a protective factor in the development of adolescents who experience peer victimization. |
|---|---|
| ISSN: | 0961-205X 1467-9507 |
| DOI: | 10.1111/sode.70013 |
