Author ORCID Identifier
Document Type
Article
Publication Date
1-1-2016
Publication Title
Journal of Cognitive Education and Psychology
Volume
15
Issue
2
First Page
248
Last Page
267
Abstract
This study examined the relationship between social withdrawal (isolation and unsociability) and peer victimization by exploring the moderating influences of gender, classroom norms of social withdrawal, individualism, and collectivism. One hundred fifty-eight adolescents (Mage 5 14.11, SD 5 1.10; 46.3% boys) in 7th and 8th grade from Curitiba, Brazil, completed peer assessments of isolation, unsociability, peer victimization, and self-reports of classroom individualism and collectivism. Isolation and unsociability were aggregated into classroom norms. Data were analyzed using multilevel modeling. Isolation and unsociability positively predicted victimization. Unsociability was a positive predictor of victimization in low-unsociability classrooms. Isolation was negatively associated with victimization in low-isolation classes. The relationship between isolation and victimization was weaker in more collectivistic classes. The relationship between unsociability and peer victimization was strongest among boys in classes low in individualism. This study provides further support that social withdrawal has consequences for adolescents’ socioemotional development which vary by classroom context.
Recommended Citation
Classroom Context and the Relations Between Social Withdrawal and Peer Victimization. Bass, Ellyn Charlotte, Santo, Jonathan Bruce, da Cunha, Josafa M., Neufeld, Cara Journal of Cognitive Education and Psychology, Classroom Composition Research Vol 15 Issue 2, Jan 2016, DOI: 10.1891/1945-8959.15.2.248
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Comments
This version of the article has been accepted for publication, after peer review (when applicable) and is subject to Springer Nature’s AM terms of use, but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: http://dx.doi.org/10.1891/1945-8959.15.2.248
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