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Attributional and coping styles of involved and non-involved children in peer victimization

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This dissertation study examines the coping methods and attributional styles of peer victimized children versus those who are not involved with acts of bullying. Data corresponding to elementary school children (n=317) over a period of four years from four public elementary schools in the Southwest United States was used in…

This dissertation study examines the coping methods and attributional styles of peer victimized children versus those who are not involved with acts of bullying. Data corresponding to elementary school children (n=317) over a period of four years from four public elementary schools in the Southwest United States was used in the present study. Latent class analyses and correlations were conducted to explore (1) whether externalizing versus internalizing or passive emotional reactions differentially influence the attributions children make regarding victimization, (2) whether externalizing types of emotional reactions differentially influence the coping methods victimized children utilize, and (3) whether children identified as "bullies" experience different types of emotional reactions than those identified as "victims." Findings revealed that children who identified as self-reported victims tended to report higher levels of internalizing feelings. However, contradictory to what was hypothesized, the victim group also reported higher levels of being mad. Specific patterns arose between the types of attributions that victimized and non-victimized children made, where the children who identified more frequently as being victims tended to report that they believed bullying took place due to reasons that were more personal in nature and more stable. Lastly, findings also revealed similarities in the ways victimized children coped with bullying.
ContributorsRandall, Megan (Author) / Caterino, Linda C (Thesis advisor) / Nakagawa, Kathryn (Committee member) / McCoy, Kathleen (Committee member) / Arizona State University (Publisher)
Created2013
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Gender Non-Normative Behaviors in the Predictors of Peer Victimization

Description
The main purpose of this thesis was to further explore factors that render particular children more susceptible to bullying and peer victimization. Race, age, and the activities that the children participated in were considered potential predictors of bullying and victimization. Self- and peer-reported data were gathered on 437 first and…

The main purpose of this thesis was to further explore factors that render particular children more susceptible to bullying and peer victimization. Race, age, and the activities that the children participated in were considered potential predictors of bullying and victimization. Self- and peer-reported data were gathered on 437 first and third grade children (234 boys and 203 girls, M age = 7 years, 6 months), including the frequency of peer victimization and the extent of their engagement in gender-typed activities. Activities were identified as either masculine (e.g., watching sports on television, playing with tools) or feminine (e.g., playing house, cheerleading) according to which sex was mostly likely to engage in them. Mixed support was obtained for the hypothesis that boys are at greater risk for being targets of peer aggression. Specifically, while peer-reports of victimization supported this hypothesis, self-reports revealed no sex differences. Support was obtained for the hypotheses that engaging in cross gender-typed activities would be a stronger risk factor for peer victimization for boys than for girls.
ContributorsAboud, Lauren Ashley (Author) / Ladd, Becky (Thesis director) / Eggum, Natalie (Committee member) / Ladd, Gary (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor)
Created2013-05