Brendgen Mara, Girard Alain, Vitaro Frank, Dionne Ginette, Boivin Michel
Department of Psychology, University of Quebec at Montreal.
Sainte-Justine Hospital Research Center.
Dev Psychol. 2016 Jul;52(7):1103-14. doi: 10.1037/dev0000107. Epub 2016 Jun 2.
Using a sample of 767 children (403 girls, 364 boys), this study aimed to (a) identify groups with distinct trajectories of peer victimization over a 6-year period from primary school through the transition to secondary school, and (b) examine the associated personal (i.e., aggression or internalizing problems) and familial (family status, socioeconomic status, the parent-child relationship) predictors. Peer victimization was assessed via self-reports from Grades 4 through 9 (ages 10 through 15 years), aggression and internalizing problems were assessed in Grade 4 via peer nominations, and the parent-child relationship was assessed in Grade 7 (i.e., right after the transition to secondary school) via parent-reports. Growth Mixture modeling revealed 1 group (62%) who experienced little victimization in primary school and even less in secondary school, another group (31%) who was victimized in primary but not or much less in secondary school, and a third group (7%) who was chronically victimized in both school contexts. Boys were more likely than girls to follow any elevated victimization trajectory. Chronic victimization across primary and secondary school was predicted by nonintact family status and a combination of both internalizing problems and aggression compared with nonvictimized youth. In contrast, transitory victimization during primary but not in secondary school was predicted by aggression, but not internalizing problems. Support as well as conflict in the parent-child relationship also showed significant, albeit distinct associations with the different peer victimization trajectories. (PsycINFO Database Record
本研究以767名儿童（403名女孩，364名男孩）为样本，旨在：（a）确定从小学到中学过渡的6年期间内，具有不同同伴受害轨迹的群体；（b）研究相关的个人因素（即攻击行为或内化问题）和家庭因素（家庭状况、社会经济地位、亲子关系）预测指标。通过四年级至九年级（10至15岁）的自我报告评估同伴受害情况，通过四年级的同伴提名评估攻击行为和内化问题，并通过家长报告在七年级（即刚升入中学后）评估亲子关系。增长混合模型揭示了一组（62%）在小学受害较少且在中学受害更少的儿童，另一组（31%）在小学受害但在中学未受害或受害程度低得多的儿童，以及第三组（7%）在两个学校阶段都长期受害的儿童。男孩比女孩更有可能遵循任何受害程度升高的轨迹。与未受害的青少年相比，家庭不完整状况以及内化问题和攻击行为的组合可预测小学和中学期间的长期受害情况。相比之下，小学期间而非中学期间的短暂受害情况可由攻击行为预测，而非内化问题。亲子关系中的支持和冲突也与不同的同伴受害轨迹呈现出显著但不同的关联。（《心理学文摘数据库记录》 ）
