Department of Psychology, The University of Hong Kong, Pokfulam Road, Pok Fu Lam, Hong Kong, China.
Department of Psychological Studies, The Education University of Hong Kong, Tai Po, Hong Kong, China.
J Abnorm Child Psychol. 2018 Apr;46(3):529-541. doi: 10.1007/s10802-017-0298-1.
Peer aggression and victimization are ubiquitous phenomena in schools which warrant the attention of educators and researchers. The high connection between aggression and victimization behooves researchers to look into how the comorbidity of them develops over time. The present study investigated the associations between aggression and victimization over 3 years in early adolescence and whether these associations are moderated by gender and teacher support. Participants were 567 Grade 7, 8 and 9 students (49.38% girls) from 3 schools in Hong Kong. Over the course of study, they were asked to fill in a set of questionnaires that consisted of items related to peer aggression, victimization, and teacher support at 5 time points. Four models of cross-lagged relations between peer aggression and victimization were tested. The results supported a reciprocal model of peer aggression and victimization for both boys and girls although girls engaged in less peer aggression and victimization than boys. Further analyses also revealed that teacher support acted as a suppressor of the reciprocal relations. The present study sheds lights on intervention strategies that may remediate peer aggression and victimization in schools.
同伴攻击和受害是学校中普遍存在的现象，值得教育工作者和研究人员关注。攻击和受害之间的高度关联促使研究人员深入研究它们的共病如何随时间发展。本研究调查了青少年早期三年内同伴攻击和受害之间的关联，以及这些关联是否受到性别和教师支持的调节。参与者是来自香港 3 所学校的 567 名 7、8 和 9 年级学生（49.38%为女生）。在研究过程中，他们被要求在 5 个时间点填写一套问卷，其中包括与同伴攻击、受害和教师支持相关的项目。检验了同伴攻击和受害之间的 4 种交叉滞后关系模型。结果支持了男孩和女孩同伴攻击和受害的互惠模型，尽管女孩的同伴攻击和受害行为少于男孩。进一步的分析还表明，教师支持是互惠关系的抑制因素。本研究为可能在学校中纠正同伴攻击和受害的干预策略提供了启示。
