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ERIC Number: EJ1373397
Record Type: Journal
Publication Date: 2023
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1040-9289
EISSN: EISSN-1556-6935
The Role of Peer Victimization in Predicting Aggression and Internalizing Problems in Early Childhood: The Moderating Effect of Emotion Regulation and Gender
Memba, Gabriela V.; Ostrov, Jamie M.
Early Education and Development, v34 n1 p53-70 2023
Research Findings: This study (N = 300; M age = 44.72 months, SD = 4.39) aimed to elucidate the distinct pathways leading to maladjustment in early childhood by examining whether or not peer victimization differentially predicts aggression and internalizing problems. Hypotheses were guided by the relational vulnerability model, which suggests peer victimization and relational aggression have deleterious effects on socioemotional adjustment. This study was novel in its hypotheses that these effects will depend on form of victimization (physical/relational) and that emotion regulation and gender moderate the association. Information was collected through naturalistic observations and teacher-report, and analyzed using structural equation modeling. Results demonstrated that, across 12 months, relational victimization predicted increased anxiety symptoms, whereas relational aggression predicted decreased overall internalizing symptoms. Emotion regulation, but not gender, was concluded to be a significant moderator, where the effect of relational victimization on anxiety symptoms was significant for those with average to high emotion regulation skills. Practice & Policy: Examination of differential pathways leading to maladjustment in early childhood is critical, as early identification of risk factors, such as relational victimization, may improve developmental outcomes. Thus, this knowledge can be used by early childhood educators and providers in maximizing socioemotional adjustment across development.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF); Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)
Authoring Institution: N/A
Grant or Contract Numbers: BCS1450777; R01HD095832