Department of Education, University of California, Los Angeles, CA 90095-1521, USA.
J Youth Adolesc. 2009 Apr;38(4):487-99. doi: 10.1007/s10964-008-9386-4. Epub 2009 Jan 7.
This study examined the mediating role of self-blaming attributions on peer victimization-maladjustment relations in middle school and the moderating role of classroom ethnic diversity. Latino and African American 6th grade participants (N = 1105, 56% female) were recruited from middle schools in which they were either members of the numerical majority ethnic group, the numerical minority, or one of several ethnic groups in ethnically diverse schools. Peer nomination data were gathered in the Fall of 6th grade to determine which students had reputations as victims of harassment and self-report data on self-blame for peer harassment and the adjustment outcomes of depressive symptoms and feelings of self-worth were gathered in the Spring of 6th grade, approximately 6 months later. A mediational model in which self-blame partly explained the relation between victimization and maladjustment was supported among students from the majority ethnic group in their classroom but not among students from the minority group. The usefulness of including ethnic diversity as an important context variable in studies of peer victimization during early adolescence was discussed.
本研究考察了自责归因在中学同伴侵害与适应不良关系中的中介作用，以及课堂民族多样性的调节作用。从中学招募了拉丁裔和非裔美国 6 年级参与者（N=1105，56%为女性），他们要么是多数族裔群体的成员，要么是少数族裔群体的成员，要么是民族多样性学校中几个族群的成员之一。在 6 年级秋季收集同伴提名数据，以确定哪些学生有被骚扰的声誉，在大约 6 个月后的 6 年级春季收集自我报告的对同伴骚扰的自责和适应结果（抑郁症状和自我价值感）的数据。在课堂上属于多数族裔群体的学生中，自责在一定程度上解释了受害与适应不良之间的关系，这一中介模型得到了支持，但在少数族裔群体的学生中则没有得到支持。讨论了在青少年早期同伴侵害研究中，将民族多样性作为一个重要的背景变量纳入的意义。
