Targeted Peer Victimization and the Construction of Positive and Negative Self-Cognitions: Connections to Depressive Symptoms in Children

被引:65
作者
Cole, David A. [1 ]
Maxwell, Melissa A. [1 ]
Dukewich, Tammy L. [1 ]
Yosick, Rachel
机构
[1] Vanderbilt Univ, Peabody Coll, Dept Psychol & Human Dev, Nashville, TN 37203 USA
关键词
RELATIONAL AGGRESSION; PERCEIVED COMPETENCE; MIDDLE-SCHOOL; CHILDHOOD MALTREATMENT; OVERT AGGRESSION; PERCEPTIONS; ADJUSTMENT; INVENTORY; BEHAVIOR; VICTIMS;
D O I
10.1080/15374411003691776
中图分类号
B849 [应用心理学];
学科分类号
040203 ;
摘要
The goal was to examine the relation of covert/relational and overt/physical targeted peer victimization (TPV) to each other, to positive and negative self-cognitions, and to symptoms of depression. In a sample of elementary and middle school children, TPV was assessed by self-report, peer-nomination, and parent report in a multitrait-multimethod study. Positive and negative self-cognitions and depressive symptoms were assessed by self-report. Confirmatory factor analytic results support the convergent and discriminant validity of these two types of TPV. Both kinds of TPV were significantly related to positive and negative self-cognitions as well as self-reported depressive symptoms; however, structural equation modeling revealed that the effects of covert/relational TPV accounted for the effects of overt/physical TPV. In exploratory analyses, positive and negative self-cognitions explained the relation between TPV and depressive symptoms.
引用
收藏
页码:421 / 435
页数:15
相关论文
共 93 条
[51]  
Hoover J.H., 1992, SCHOOL PSYCHOL INT, P5, DOI DOI 10.1177/0143034392131001
[52]   Perceptions of control in the victims of school bullying: the importance of early intervention [J].
Hunter, SC ;
Boyle, JME .
EDUCATIONAL RESEARCH, 2002, 44 (03) :323-336
[53]   Classroom contextual effects of race on children's peer nominations [J].
Jackson, Melissa Faye ;
Barth, Joan M. ;
Powell, Nicole ;
Lochman, John E. .
CHILD DEVELOPMENT, 2006, 77 (05) :1325-1337
[54]   Self-perceived competence as a mediator between maternal feedback and depressive symptoms in adolescents [J].
Jacquez, F ;
Cole, DA ;
Searle, B .
JOURNAL OF ABNORMAL CHILD PSYCHOLOGY, 2004, 32 (04) :355-367
[55]   Effects of a skills-based prevention program on bullying and bully victimization among elementary school children [J].
Jenson, Jeffrey M. ;
Dieterich, William A. .
PREVENTION SCIENCE, 2007, 8 (04) :285-296
[56]   COGNITIVE TRIAD INVENTORY FOR CHILDREN - DEVELOPMENT AND RELATION TO DEPRESSION AND ANXIETY [J].
KASLOW, NJ ;
STARK, KD ;
PRINTZ, B ;
LIVINGSTON, R ;
TSAI, SL .
JOURNAL OF CLINICAL CHILD PSYCHOLOGY, 1992, 21 (04) :339-347
[57]   Learning difficulties, social intelligence, and self-concept:: Connections to bully-victim problems [J].
Kaukiainen, A ;
Salmivalli, C ;
Lagerspetz, K ;
Tamminen, M ;
Vauras, M ;
Mäki, H ;
Poskiparta, E .
SCANDINAVIAN JOURNAL OF PSYCHOLOGY, 2002, 43 (03) :269-278
[58]   PROBLEM-SOLVING SKILLS TRAINING AND RELATIONSHIP THERAPY IN THE TREATMENT OF ANTISOCIAL CHILD-BEHAVIOR [J].
KAZDIN, AE ;
ESVELDTDAWSON, K ;
FRENCH, NH ;
UNIS, AS .
JOURNAL OF CONSULTING AND CLINICAL PSYCHOLOGY, 1987, 55 (01) :76-85
[59]   ANALYSIS OF THE MULTITRAIT-MULTIMETHOD MATRIX BY CONFIRMATORY FACTOR-ANALYSIS [J].
KENNY, DA ;
KASHY, DA .
PSYCHOLOGICAL BULLETIN, 1992, 112 (01) :165-172
[60]  
KOVACS M, 1985, PSYCHOPHARMACOL BULL, V21, P995