6533b7d8fe1ef96bd1269854
RESEARCH PRODUCT
The relationships of family and classroom environments with peer relational victimization: An analysis of their gender differences
María Jesús CavaGonzalo MusituSofía BuelgaSergio Murguisubject
MaleLinguistics and LanguageAdolescentPersonality InventoryeducationStatistics as TopicSelf-conceptModels PsychologicalVictimisationSocial EnvironmentLanguage and LinguisticsStructural equation modelingPeer GroupDevelopmental psychologySocial supportmedicineHumansParent-Child RelationsChildSocial BehaviorGeneral PsychologyCrime VictimsSociometrySocial IdentificationLonelinessGender IdentitySocial SupportLonelinessPeer groupSelf ConceptSociometric TechniquesSociometric statusFemalemedicine.symptomPsychologydescription
This study analyzes the relationships of adolescents' perceptions of their family and classroom environments with peer relational victimization, taking into account that these relationships could be mediated by adolescents' self-esteem, feelings of loneliness, and sociometric status. These relationships, and their possible gender differences, were analyzed in a sample of 1319 Spanish adolescents (48% boys and 52% girls), ages 11 to 16 years (M= 13.7,SD= 1.5). A structural equation modeling was calculated for boys and girls separately. The findings suggested that the adolescents' self-esteem, loneliness, and sociometric status had a significant direct effect on peer relational victimization for boys, and adolescents' loneliness and sociometric status for girls. Their perceptions of family and classroom environments had a significant indirect effect on peer relational victimization for boys and girls, but the paths were different. Overall, findings suggested that a negative classroom environment had a more relevant effect in relational victimization for boys.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2010-05-01 |