Concurrent and short-term longitudinal associations between peer victimization and school and recess liking during middle childhood
Article first published online: 24 DEC 2010
2009 The British Psychological Society
British Journal of Educational Psychology
Volume 79, Issue 2, pages 207–221, June 2009
How to Cite
Boulton, M. J., Chau, C., Whitehand, C., Amataya, K. and Murray, L. (2009), Concurrent and short-term longitudinal associations between peer victimization and school and recess liking during middle childhood. British Journal of Educational Psychology, 79: 207–221. doi: 10.1348/000709908X336131
- Issue published online: 24 DEC 2010
- Article first published online: 24 DEC 2010
- Received 11 October 2006; revised version received 12 June 2008
Background Prior studies outside of the UK have shown that peer victimization is negatively associated with school adjustment.
Aims To examine concurrent and short-term longitudinal associations between peer victimization (physical, malicious teasing, deliberate social exclusion, and malicious gossiping) and two measures of school adjustment (school liking and recess liking), and test if these associations were moderated by year and sex.
Sample A UK sample of 429 pupils in Years 4, 5, and 6 (Grades 3, 4, and 5, respectively, in USA) participated in the Autumn/Winter (Time 1) and 189 of these provided follow-up data during the Spring/Summer (Time 2) of the same school year.
Method Peer nominations of victimization, and self-reports of school adjustment were collected in individual and small group interviews.
Results At time 2 (but not Time 1), victimization predicted concurrent school liking among year 6 pupils but not among year 4/5 pupils, and victimization predicted recess liking among all pupils. Victimization also predicted changes in School liking among boys (not girls) and among Year 6 (not Year 4/5) pupils, and victimization predicted changes in recess liking among all pupils.
Conclusions The associations between victimization and poor school adjustment found elsewhere were replicated with this British sample. The implications of these results for children's social adjustment at school were discussed.