Developmental trajectories of adolescent victimization: Predictors and outcomes

Lester, Leanne; Cross, Donna; Dooley, Julian; Shaw, Thérèse

doi:10.1080/15534510.2012.734526

Cited by 19 publications

(15 citation statements)

References 59 publications

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“…Consistent with other research and our hypothesis, those students in the overall sample who experienced emotional difficulties and/or peer problems were more likely to be cyber and traditionally bullied than cyberbullied only (Goldbaum et al 2003;Lester and Cross 2015;Lester et al 2013;Riittakerttu et al 2010). Given the small proportion of students who reported being 'only cyberbullied', similar to other findings (Raskauskas and Stoltz 2007), it was not possible to determine if these difficulties contributed to more cyber than traditional victimisation.…”

Section: Social and Emotional Difficultiessupporting

confidence: 73%

“…Adolescents with poor social wellbeing (e.g. low school connectedness, feelings of loneliness, poor friendship quality, less peer support) (Goldbaum et al 2003;Lester et al 2013) and externalising, internalising or other emotional problems are more likely to report being bullied by their peers (Goldbaum et al 2003;Lester and Cross 2015). In a meta-analysis of 153 studies investigating individual and contextual factors associated with bullying perpetration and/or victimisation, Cook et al (2010) identified unique social and emotional factors, including poor social competence, internalising behaviours, and externalising behaviours, associated with bullying perpetration or victimisation.…”

Section: Introductionmentioning

confidence: 99%

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A longitudinal study of the social and emotional predictors and consequences of cyber and traditional bullying victimisation

Cross

Lester

Barnes

2015

Int J Public Health

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157

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These findings suggest a high coexistence of cyber and traditional bullying behaviours and their antecedents, and higher levels of harm from a combination of these behaviours for adolescents over time. Future research should engage students as co-researchers to enhance school and parent strategies to support adolescents experiencing difficulties, and to reduce the likelihood of both cyber and traditional bullying.

show abstract

Section: Social and Emotional Difficultiessupporting

confidence: 73%

Section: Introductionmentioning

confidence: 99%

A longitudinal study of the social and emotional predictors and consequences of cyber and traditional bullying victimisation

Cross

Lester

Barnes

2015

Int J Public Health

Self Cite

157

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“…This article uses longitudinal data to examine the relationship between adolescent chronic victimisation trajectories and emotional and behavioural difficulties as students transition from primary to secondary school -where an increase in school bullying seems to occur (Cross et al, 2009). This research extends previous studies of chronic victimisation, which has found adolescents with poorer social and emotional wellbeing in primary school were more likely to be chronically victimised, and those students who report greater victimisation on transitioning into secondary school also report poorer mental health outcomes at the end of the second year of secondary school (Lester & Cross, 2013;Lester, Cross, Dooley, & Shaw, 2012b).…”

Section: Abstract: Adolescent Victimisation Emotional and Behavioursupporting

confidence: 54%

The Effect of Chronic Victimisation on Emotional and Behavioural Difficulties of Adolescents

Lester

Cross

2014

Aust. j. guid. couns.

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The current study used developmental trajectories to examine the relationship between internalising and externalising behaviours and victimisation over the transition period from primary to secondary school. Data were collected using a self-completion questionnaire four times over 3 years from 3,459 students aged 11-14 years. Students were tracked longitudinally to assess their knowledge, attitudes, mental health and bullying experiences during the transition period. Multilevel modelling was used to examine the relationship between developmental victimisation trajectories and behavioural and emotional difficulties over time of students' transitioning from primary to secondary school. Males who experienced low, but increasing, levels of victimisation over secondary school had greater emotional symptoms, conduct problems, hyperactivity, peer problems and lower pro-social behaviour than those who had not been victimised. Whereas females who experienced low, but increasing, levels of victimisation over secondary school had greater emotional symptoms and peer problems than those who had not been victimised. The current results highlight the need to prevent the continuation or escalation of chronic victimisation from primary to secondary school and to improve the emotional wellbeing of adolescents. It is recommended that whole-school bullying prevention and intervention programs and social wellbeing programs are implemented during primary school and the transition to secondary school.

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“…This approach assumes that the student-teacher relationship is static, and does not consider how relationship quality changes over time. As highlighted in the interpersonal-relationship literature, sustained or increasing exposure to interpersonal stressors may have a greater and longer lasting impact on adolescents' development than experiences of temporary difficulties at a certain moment in time (e.g., Lester et al 2013). In a similar way, the continuous experience of a supportive relationship may be more favorable for adolescents.…”

Section: Introductionmentioning

confidence: 99%

How do Adolescents’ Perceptions of Relationships with Teachers Change during Upper-Secondary School Years?

Özdemir

2019

J Youth Adolescence

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The student-teacher relationship has mostly been assumed to be static. This approach is limited in providing information on how relationships with teachers evolve over time, and how possible changes affect young people's adjustment. To address this gap in knowledge, the present study examined whether adolescents follow different trajectories in their perceptions of relationship with teachers and whether students on different trajectories differ from each other in their adjustment. The sample included 829 students residing in Sweden (M age = 13.43, SD = 0.55, 51% girls). Three distinct teacher-relationship trajectories were identified. More than half (66%) of the adolescents (average-stable trajectory) reported an average level of positive relationships with teachers at grade 7, and did not change significantly over the three years. About 24% of the adolescents (high-increasing trajectory) reported a high level of fair and supportive teacher-relationships at T1, and continued to increase in their positive views from grade 7 to grade 9. Ten percent of the adolescents (average-declining trajectory) reported an average level of positive relationships with teachers at grade 7, but showed a decline in their positive views towards teachers over time. Relative to adolescents on an average-stable trajectory, adolescents on a high-increasing trajectory reported greater school satisfaction, higher achievement values, and lower failure anticipation. By contrast, adolescents in the average-declining group reported worsening school adjustment. No significant moderating effects of immigrant status and gender were found. These findings highlight the importance of the association between the continuous experience of supportive and fair teacher treatment and youth adjustment.

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Developmental trajectories of adolescent victimization: Predictors and outcomes

Cited by 19 publications

References 59 publications

A longitudinal study of the social and emotional predictors and consequences of cyber and traditional bullying victimisation

A longitudinal study of the social and emotional predictors and consequences of cyber and traditional bullying victimisation

The Effect of Chronic Victimisation on Emotional and Behavioural Difficulties of Adolescents

How do Adolescents’ Perceptions of Relationships with Teachers Change during Upper-Secondary School Years?

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