Forms of Peer Victimization and Their Association to the Functions of Aggression Among Preschoolers
Abstract There is limited research examining peer victimization (PV) experiences in early childhood, particularly during the transition from preschool to kindergarten. Given the gaps in the PV literature among this young population and the need for earlier PV prevention and intervention efforts, the...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Díaz, Kathleen I. [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2023 |
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| Schlagwörter: |
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| Anmerkung: |
© This is a U.S. Government work and not under copyright protection in the US; foreign copyright protection may apply 2023 |
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| Übergeordnetes Werk: |
Enthalten in: School mental health - New York, NY [u.a.] : Springer, 2009, 15(2023), 4 vom: 22. Juli, Seite 1066-1075 |
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| Übergeordnetes Werk: |
volume:15 ; year:2023 ; number:4 ; day:22 ; month:07 ; pages:1066-1075 |
| Links: |
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| DOI / URN: |
10.1007/s12310-023-09602-0 |
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| Katalog-ID: |
SPR053853024 |
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| 520 | |a Abstract There is limited research examining peer victimization (PV) experiences in early childhood, particularly during the transition from preschool to kindergarten. Given the gaps in the PV literature among this young population and the need for earlier PV prevention and intervention efforts, the current study advances the literature by examining: (1) the stability of the traditional forms of PV (i.e., physical PV and relational PV) from preschool to kindergarten and (2) which forms of PV predict the different functions of aggression concurrently and prospectively. Teachers reported on 62 predominantly White preschoolers and kindergarteners (60% boys) from an elementary school located in a small, rural community in the USA. Teachers completed measures of PV (including physical and relational experiences of PV) as well as proactive and reactive functions of aggression. While the traditional forms of PV are experienced by preschoolers, neither physical PV nor relational PV was found to be stable over time when also considering the other form of PV and sex as a control variable. Bivariate associations indicated that physical PV was positively associated with proactive aggression both concurrently and prospectively but only associated with reactive aggression concurrently. Additionally, bivariate associations indicated that relational PV was positively associated with proactive aggression and reactive aggression within time and associated with proactive aggression across time. However, when examining unique effects, regression analyses indicated that only relational PV was found to be associated with proactive aggression concurrently. This preliminary study supports the need for subsequent investigations into the development of PV in this age group. | ||
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10.1007/s12310-023-09602-0 doi (DE-627)SPR053853024 (SPR)s12310-023-09602-0-e DE-627 ger DE-627 rakwb eng Díaz, Kathleen I. verfasserin (orcid)0000-0001-8963-3573 aut Forms of Peer Victimization and Their Association to the Functions of Aggression Among Preschoolers 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © This is a U.S. Government work and not under copyright protection in the US; foreign copyright protection may apply 2023 Abstract There is limited research examining peer victimization (PV) experiences in early childhood, particularly during the transition from preschool to kindergarten. Given the gaps in the PV literature among this young population and the need for earlier PV prevention and intervention efforts, the current study advances the literature by examining: (1) the stability of the traditional forms of PV (i.e., physical PV and relational PV) from preschool to kindergarten and (2) which forms of PV predict the different functions of aggression concurrently and prospectively. Teachers reported on 62 predominantly White preschoolers and kindergarteners (60% boys) from an elementary school located in a small, rural community in the USA. Teachers completed measures of PV (including physical and relational experiences of PV) as well as proactive and reactive functions of aggression. While the traditional forms of PV are experienced by preschoolers, neither physical PV nor relational PV was found to be stable over time when also considering the other form of PV and sex as a control variable. Bivariate associations indicated that physical PV was positively associated with proactive aggression both concurrently and prospectively but only associated with reactive aggression concurrently. Additionally, bivariate associations indicated that relational PV was positively associated with proactive aggression and reactive aggression within time and associated with proactive aggression across time. However, when examining unique effects, regression analyses indicated that only relational PV was found to be associated with proactive aggression concurrently. This preliminary study supports the need for subsequent investigations into the development of PV in this age group. Peer victimization (dpeaa)DE-He213 Early childhood (dpeaa)DE-He213 Adjustment (dpeaa)DE-He213 Aggression (dpeaa)DE-He213 Fite, Paula J. aut Enthalten in School mental health New York, NY [u.a.] : Springer, 2009 15(2023), 4 vom: 22. Juli, Seite 1066-1075 (DE-627)595715222 (DE-600)2487769-4 1866-2633 nnns volume:15 year:2023 number:4 day:22 month:07 pages:1066-1075 https://dx.doi.org/10.1007/s12310-023-09602-0 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 15 2023 4 22 07 1066-1075 |
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10.1007/s12310-023-09602-0 doi (DE-627)SPR053853024 (SPR)s12310-023-09602-0-e DE-627 ger DE-627 rakwb eng Díaz, Kathleen I. verfasserin (orcid)0000-0001-8963-3573 aut Forms of Peer Victimization and Their Association to the Functions of Aggression Among Preschoolers 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © This is a U.S. Government work and not under copyright protection in the US; foreign copyright protection may apply 2023 Abstract There is limited research examining peer victimization (PV) experiences in early childhood, particularly during the transition from preschool to kindergarten. Given the gaps in the PV literature among this young population and the need for earlier PV prevention and intervention efforts, the current study advances the literature by examining: (1) the stability of the traditional forms of PV (i.e., physical PV and relational PV) from preschool to kindergarten and (2) which forms of PV predict the different functions of aggression concurrently and prospectively. Teachers reported on 62 predominantly White preschoolers and kindergarteners (60% boys) from an elementary school located in a small, rural community in the USA. Teachers completed measures of PV (including physical and relational experiences of PV) as well as proactive and reactive functions of aggression. While the traditional forms of PV are experienced by preschoolers, neither physical PV nor relational PV was found to be stable over time when also considering the other form of PV and sex as a control variable. Bivariate associations indicated that physical PV was positively associated with proactive aggression both concurrently and prospectively but only associated with reactive aggression concurrently. Additionally, bivariate associations indicated that relational PV was positively associated with proactive aggression and reactive aggression within time and associated with proactive aggression across time. However, when examining unique effects, regression analyses indicated that only relational PV was found to be associated with proactive aggression concurrently. This preliminary study supports the need for subsequent investigations into the development of PV in this age group. Peer victimization (dpeaa)DE-He213 Early childhood (dpeaa)DE-He213 Adjustment (dpeaa)DE-He213 Aggression (dpeaa)DE-He213 Fite, Paula J. aut Enthalten in School mental health New York, NY [u.a.] : Springer, 2009 15(2023), 4 vom: 22. Juli, Seite 1066-1075 (DE-627)595715222 (DE-600)2487769-4 1866-2633 nnns volume:15 year:2023 number:4 day:22 month:07 pages:1066-1075 https://dx.doi.org/10.1007/s12310-023-09602-0 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 15 2023 4 22 07 1066-1075 |
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10.1007/s12310-023-09602-0 doi (DE-627)SPR053853024 (SPR)s12310-023-09602-0-e DE-627 ger DE-627 rakwb eng Díaz, Kathleen I. verfasserin (orcid)0000-0001-8963-3573 aut Forms of Peer Victimization and Their Association to the Functions of Aggression Among Preschoolers 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © This is a U.S. Government work and not under copyright protection in the US; foreign copyright protection may apply 2023 Abstract There is limited research examining peer victimization (PV) experiences in early childhood, particularly during the transition from preschool to kindergarten. Given the gaps in the PV literature among this young population and the need for earlier PV prevention and intervention efforts, the current study advances the literature by examining: (1) the stability of the traditional forms of PV (i.e., physical PV and relational PV) from preschool to kindergarten and (2) which forms of PV predict the different functions of aggression concurrently and prospectively. Teachers reported on 62 predominantly White preschoolers and kindergarteners (60% boys) from an elementary school located in a small, rural community in the USA. Teachers completed measures of PV (including physical and relational experiences of PV) as well as proactive and reactive functions of aggression. While the traditional forms of PV are experienced by preschoolers, neither physical PV nor relational PV was found to be stable over time when also considering the other form of PV and sex as a control variable. Bivariate associations indicated that physical PV was positively associated with proactive aggression both concurrently and prospectively but only associated with reactive aggression concurrently. Additionally, bivariate associations indicated that relational PV was positively associated with proactive aggression and reactive aggression within time and associated with proactive aggression across time. However, when examining unique effects, regression analyses indicated that only relational PV was found to be associated with proactive aggression concurrently. This preliminary study supports the need for subsequent investigations into the development of PV in this age group. Peer victimization (dpeaa)DE-He213 Early childhood (dpeaa)DE-He213 Adjustment (dpeaa)DE-He213 Aggression (dpeaa)DE-He213 Fite, Paula J. aut Enthalten in School mental health New York, NY [u.a.] : Springer, 2009 15(2023), 4 vom: 22. Juli, Seite 1066-1075 (DE-627)595715222 (DE-600)2487769-4 1866-2633 nnns volume:15 year:2023 number:4 day:22 month:07 pages:1066-1075 https://dx.doi.org/10.1007/s12310-023-09602-0 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 15 2023 4 22 07 1066-1075 |
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10.1007/s12310-023-09602-0 doi (DE-627)SPR053853024 (SPR)s12310-023-09602-0-e DE-627 ger DE-627 rakwb eng Díaz, Kathleen I. verfasserin (orcid)0000-0001-8963-3573 aut Forms of Peer Victimization and Their Association to the Functions of Aggression Among Preschoolers 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © This is a U.S. Government work and not under copyright protection in the US; foreign copyright protection may apply 2023 Abstract There is limited research examining peer victimization (PV) experiences in early childhood, particularly during the transition from preschool to kindergarten. Given the gaps in the PV literature among this young population and the need for earlier PV prevention and intervention efforts, the current study advances the literature by examining: (1) the stability of the traditional forms of PV (i.e., physical PV and relational PV) from preschool to kindergarten and (2) which forms of PV predict the different functions of aggression concurrently and prospectively. Teachers reported on 62 predominantly White preschoolers and kindergarteners (60% boys) from an elementary school located in a small, rural community in the USA. Teachers completed measures of PV (including physical and relational experiences of PV) as well as proactive and reactive functions of aggression. While the traditional forms of PV are experienced by preschoolers, neither physical PV nor relational PV was found to be stable over time when also considering the other form of PV and sex as a control variable. Bivariate associations indicated that physical PV was positively associated with proactive aggression both concurrently and prospectively but only associated with reactive aggression concurrently. Additionally, bivariate associations indicated that relational PV was positively associated with proactive aggression and reactive aggression within time and associated with proactive aggression across time. However, when examining unique effects, regression analyses indicated that only relational PV was found to be associated with proactive aggression concurrently. This preliminary study supports the need for subsequent investigations into the development of PV in this age group. Peer victimization (dpeaa)DE-He213 Early childhood (dpeaa)DE-He213 Adjustment (dpeaa)DE-He213 Aggression (dpeaa)DE-He213 Fite, Paula J. aut Enthalten in School mental health New York, NY [u.a.] : Springer, 2009 15(2023), 4 vom: 22. Juli, Seite 1066-1075 (DE-627)595715222 (DE-600)2487769-4 1866-2633 nnns volume:15 year:2023 number:4 day:22 month:07 pages:1066-1075 https://dx.doi.org/10.1007/s12310-023-09602-0 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 15 2023 4 22 07 1066-1075 |
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10.1007/s12310-023-09602-0 doi (DE-627)SPR053853024 (SPR)s12310-023-09602-0-e DE-627 ger DE-627 rakwb eng Díaz, Kathleen I. verfasserin (orcid)0000-0001-8963-3573 aut Forms of Peer Victimization and Their Association to the Functions of Aggression Among Preschoolers 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © This is a U.S. Government work and not under copyright protection in the US; foreign copyright protection may apply 2023 Abstract There is limited research examining peer victimization (PV) experiences in early childhood, particularly during the transition from preschool to kindergarten. Given the gaps in the PV literature among this young population and the need for earlier PV prevention and intervention efforts, the current study advances the literature by examining: (1) the stability of the traditional forms of PV (i.e., physical PV and relational PV) from preschool to kindergarten and (2) which forms of PV predict the different functions of aggression concurrently and prospectively. Teachers reported on 62 predominantly White preschoolers and kindergarteners (60% boys) from an elementary school located in a small, rural community in the USA. Teachers completed measures of PV (including physical and relational experiences of PV) as well as proactive and reactive functions of aggression. While the traditional forms of PV are experienced by preschoolers, neither physical PV nor relational PV was found to be stable over time when also considering the other form of PV and sex as a control variable. Bivariate associations indicated that physical PV was positively associated with proactive aggression both concurrently and prospectively but only associated with reactive aggression concurrently. Additionally, bivariate associations indicated that relational PV was positively associated with proactive aggression and reactive aggression within time and associated with proactive aggression across time. However, when examining unique effects, regression analyses indicated that only relational PV was found to be associated with proactive aggression concurrently. This preliminary study supports the need for subsequent investigations into the development of PV in this age group. Peer victimization (dpeaa)DE-He213 Early childhood (dpeaa)DE-He213 Adjustment (dpeaa)DE-He213 Aggression (dpeaa)DE-He213 Fite, Paula J. aut Enthalten in School mental health New York, NY [u.a.] : Springer, 2009 15(2023), 4 vom: 22. Juli, Seite 1066-1075 (DE-627)595715222 (DE-600)2487769-4 1866-2633 nnns volume:15 year:2023 number:4 day:22 month:07 pages:1066-1075 https://dx.doi.org/10.1007/s12310-023-09602-0 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 15 2023 4 22 07 1066-1075 |
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Given the gaps in the PV literature among this young population and the need for earlier PV prevention and intervention efforts, the current study advances the literature by examining: (1) the stability of the traditional forms of PV (i.e., physical PV and relational PV) from preschool to kindergarten and (2) which forms of PV predict the different functions of aggression concurrently and prospectively. Teachers reported on 62 predominantly White preschoolers and kindergarteners (60% boys) from an elementary school located in a small, rural community in the USA. Teachers completed measures of PV (including physical and relational experiences of PV) as well as proactive and reactive functions of aggression. While the traditional forms of PV are experienced by preschoolers, neither physical PV nor relational PV was found to be stable over time when also considering the other form of PV and sex as a control variable. Bivariate associations indicated that physical PV was positively associated with proactive aggression both concurrently and prospectively but only associated with reactive aggression concurrently. Additionally, bivariate associations indicated that relational PV was positively associated with proactive aggression and reactive aggression within time and associated with proactive aggression across time. However, when examining unique effects, regression analyses indicated that only relational PV was found to be associated with proactive aggression concurrently. 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Díaz, Kathleen I. |
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Díaz, Kathleen I. misc Peer victimization misc Early childhood misc Adjustment misc Aggression Forms of Peer Victimization and Their Association to the Functions of Aggression Among Preschoolers |
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Forms of Peer Victimization and Their Association to the Functions of Aggression Among Preschoolers Peer victimization (dpeaa)DE-He213 Early childhood (dpeaa)DE-He213 Adjustment (dpeaa)DE-He213 Aggression (dpeaa)DE-He213 |
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misc Peer victimization misc Early childhood misc Adjustment misc Aggression |
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Forms of Peer Victimization and Their Association to the Functions of Aggression Among Preschoolers |
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Forms of Peer Victimization and Their Association to the Functions of Aggression Among Preschoolers |
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Díaz, Kathleen I. |
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Díaz, Kathleen I. Fite, Paula J. |
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forms of peer victimization and their association to the functions of aggression among preschoolers |
| title_auth |
Forms of Peer Victimization and Their Association to the Functions of Aggression Among Preschoolers |
| abstract |
Abstract There is limited research examining peer victimization (PV) experiences in early childhood, particularly during the transition from preschool to kindergarten. Given the gaps in the PV literature among this young population and the need for earlier PV prevention and intervention efforts, the current study advances the literature by examining: (1) the stability of the traditional forms of PV (i.e., physical PV and relational PV) from preschool to kindergarten and (2) which forms of PV predict the different functions of aggression concurrently and prospectively. Teachers reported on 62 predominantly White preschoolers and kindergarteners (60% boys) from an elementary school located in a small, rural community in the USA. Teachers completed measures of PV (including physical and relational experiences of PV) as well as proactive and reactive functions of aggression. While the traditional forms of PV are experienced by preschoolers, neither physical PV nor relational PV was found to be stable over time when also considering the other form of PV and sex as a control variable. Bivariate associations indicated that physical PV was positively associated with proactive aggression both concurrently and prospectively but only associated with reactive aggression concurrently. Additionally, bivariate associations indicated that relational PV was positively associated with proactive aggression and reactive aggression within time and associated with proactive aggression across time. However, when examining unique effects, regression analyses indicated that only relational PV was found to be associated with proactive aggression concurrently. This preliminary study supports the need for subsequent investigations into the development of PV in this age group. © This is a U.S. Government work and not under copyright protection in the US; foreign copyright protection may apply 2023 |
| abstractGer |
Abstract There is limited research examining peer victimization (PV) experiences in early childhood, particularly during the transition from preschool to kindergarten. Given the gaps in the PV literature among this young population and the need for earlier PV prevention and intervention efforts, the current study advances the literature by examining: (1) the stability of the traditional forms of PV (i.e., physical PV and relational PV) from preschool to kindergarten and (2) which forms of PV predict the different functions of aggression concurrently and prospectively. Teachers reported on 62 predominantly White preschoolers and kindergarteners (60% boys) from an elementary school located in a small, rural community in the USA. Teachers completed measures of PV (including physical and relational experiences of PV) as well as proactive and reactive functions of aggression. While the traditional forms of PV are experienced by preschoolers, neither physical PV nor relational PV was found to be stable over time when also considering the other form of PV and sex as a control variable. Bivariate associations indicated that physical PV was positively associated with proactive aggression both concurrently and prospectively but only associated with reactive aggression concurrently. Additionally, bivariate associations indicated that relational PV was positively associated with proactive aggression and reactive aggression within time and associated with proactive aggression across time. However, when examining unique effects, regression analyses indicated that only relational PV was found to be associated with proactive aggression concurrently. This preliminary study supports the need for subsequent investigations into the development of PV in this age group. © This is a U.S. Government work and not under copyright protection in the US; foreign copyright protection may apply 2023 |
| abstract_unstemmed |
Abstract There is limited research examining peer victimization (PV) experiences in early childhood, particularly during the transition from preschool to kindergarten. Given the gaps in the PV literature among this young population and the need for earlier PV prevention and intervention efforts, the current study advances the literature by examining: (1) the stability of the traditional forms of PV (i.e., physical PV and relational PV) from preschool to kindergarten and (2) which forms of PV predict the different functions of aggression concurrently and prospectively. Teachers reported on 62 predominantly White preschoolers and kindergarteners (60% boys) from an elementary school located in a small, rural community in the USA. Teachers completed measures of PV (including physical and relational experiences of PV) as well as proactive and reactive functions of aggression. While the traditional forms of PV are experienced by preschoolers, neither physical PV nor relational PV was found to be stable over time when also considering the other form of PV and sex as a control variable. Bivariate associations indicated that physical PV was positively associated with proactive aggression both concurrently and prospectively but only associated with reactive aggression concurrently. Additionally, bivariate associations indicated that relational PV was positively associated with proactive aggression and reactive aggression within time and associated with proactive aggression across time. However, when examining unique effects, regression analyses indicated that only relational PV was found to be associated with proactive aggression concurrently. This preliminary study supports the need for subsequent investigations into the development of PV in this age group. © This is a U.S. Government work and not under copyright protection in the US; foreign copyright protection may apply 2023 |
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| title_short |
Forms of Peer Victimization and Their Association to the Functions of Aggression Among Preschoolers |
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https://dx.doi.org/10.1007/s12310-023-09602-0 |
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Fite, Paula J. |
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10.1007/s12310-023-09602-0 |
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2024-07-03T22:28:51.348Z |
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| score |
7.3989544 |