Reavis Rachael D, Keane Susan P, Calkins Susan D
Department of Psychology, University of North Carolina at Greensboro.
Merrill Palmer Q (Wayne State Univ Press). 2010 Jul;56(3):303-332. doi: 10.1353/mpq.0.0055.
This study examined early elementary school children's trajectories of peer victimization with a sample of 218 boys and girls. Peer victimization was assessed (via peer report) in kindergarten, 1(st), 2(nd), and 5(th) grades. Hierarchical linear modeling (HLM) was used to examine multiple types of relationships (mother-child, student-teacher, friendship) as predictors of kindergarten levels of peer victimization and changes in peer victimization across time. Results indicated that the mother-child relationship predicted kindergarten levels of peer victimization, and that the student-teacher relationship did not provide additional information, once the mother-child relationship was accounted for in the analyses. Friendship predicted changes in peer victimization during the elementary school years. Results are discussed in a developmental psychopathology framework with special emphasis on the implication for understanding the etiology of peer victimization.
本研究以218名男孩和女孩为样本，考察了小学低年级儿童的同伴受害轨迹。通过同伴报告在幼儿园、一年级、二年级和五年级对同伴受害情况进行评估。使用分层线性模型（HLM）来检验多种类型的关系（母子关系、师生关系、友谊），作为幼儿园同伴受害水平和同伴受害随时间变化的预测因素。结果表明，母子关系可预测幼儿园阶段的同伴受害水平，并且在分析中考虑了母子关系后，师生关系并未提供额外信息。友谊可预测小学阶段同伴受害情况的变化。研究结果在发展性心理病理学框架中进行了讨论，特别强调了对理解同伴受害病因的意义。
