ERIC Number: EJ1124136
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Adolescents' Experiences of Victimization: The Role of Attribution Style and Generalized Trust
Betts, Lucy R.; Houston, James E.; Steer, Oonagh L.; Gardner, Sarah E.
Journal of School Violence, v16 n1 p25-48 2017
Positive attribution style, negative attribution style, and generalized peer trust beliefs were examined as mediators in the relationship between adolescents' peer victimization experiences and psychosocial and school adjustment. A total of 280 (150 female and 130 males, M[subscript age] = 13 years 4 months, SD[subscript age] = 1 year 1 month) adolescents completed measures of peer victimization, global self-worth, depressive symptoms, social confidence, school liking, loneliness, attribution styles, and generalized trust beliefs. Multigroup path analysis revealed that: (a) negative attribution style mediated the relationship between cyber victimization and school liking and depressive symptoms for males and females; (b) positive attribution style mediated the relationship between cyber victimization, school liking, global self-worth, and depressive symptoms for females; and (c) generalized peer trust beliefs mediated the relationship between social victimization, depressive symptoms, social confidence, and loneliness for females. Consequently, attribution style and generalized trust beliefs differentially influence the relationship between peer victimization and adjustment.
Descriptors: Adolescents, Victims, Trust (Psychology), Correlation, Self Concept, Symptoms (Individual Disorders), Path Analysis, Internet, Personality Traits, Bullying, Student Adjustment, Student School Relationship, Gender Differences, Depression (Psychology), Psychological Patterns, Secondary School Students, Student Attitudes, Questionnaires, Foreign Countries, Measures (Individuals), Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A