The University of Texas at Austin, Austin, TX 78712, USA.
J Sch Psychol. 2012 Dec;50(6):825-40. doi: 10.1016/j.jsp.2012.07.003. Epub 2012 Aug 11.
The present study tested two competing models to assess whether psychosocial adjustment problems mediate the associations between peer victimization and school connectedness one year later, or if peer victimization mediates the associations between psychosocial adjustment problems and school connectedness. Participants were 500 10- to 14-year-old adolescents (53% girls) involved in two study waves. Path analyses indicated that the better-fitting model was one in which peer victimization mediated the adjustment problem effects. Specifically, relational, but not overt, victimization mediated the association between depressive symptoms and change in school connectedness one year later. Multigroup analyses indicated that the model was largely consistent across gender. Findings extend our understanding of the factors that contribute to middle school students' school connectedness.
本研究测试了两个竞争模型，以评估同伴侵害与一年后学校归属感之间的关系是否通过心理社会适应问题来调节，或者同伴侵害是否通过心理社会适应问题来调节学校归属感。参与者为 500 名 10 至 14 岁的青少年（53%为女孩），他们参与了两个研究阶段。路径分析表明，更好的拟合模型是一个同伴侵害可以调节适应问题影响的模型。具体来说，关系上的，而不是公开的，受欺负调节了抑郁症状与一年后学校归属感变化之间的关系。多组分析表明，该模型在性别上基本一致。研究结果扩展了我们对影响中学生学校归属感的因素的理解。
