The Bidirectional Relationships Between Online Victimization and Psychosocial Problems in Adolescents: A Comparison with Real-Life Victimization

Although peer victimization is of major concern and adolescents spend increasing amounts of time on the Internet, relatively little is known about the psychosocial antecedents and consequences of online victimization. The main aim of this study was to compare the psychosocial antecedents and consequences of online versus real-life victimization. More specifically, the bidirectional relationship between online and real-life victimization on the one hand and psychosocial problems (i.e., loneliness and social anxiety) on the other was examined. In addition, the moderating role of online aggression in the relationship between online victimization and subsequent psychosocial problems was studied. This prospective study, consisting of three annual measurements, was conducted among a sample of 831 adolescents (50.3 % girls) aged 11–15, of which most (80.2 %) had a Dutch ethnic background. The results indicate a unidirectional relationship whereby loneliness and social anxiety predict an increase in latter online victimization rather than the reverse. A bidirectional relationship was found for real-life victimization: loneliness (but not social anxiety) predicted an increase in latter real-life victimization, which in turn predicted an increase in subsequent social anxiety (but not loneliness). No moderating effects of online aggression were found. The findings of the present study suggest that negative online and in real life peer interactions have a differential meaning for, and impact on adolescents’ well-being.     

Neighborhood, Family and Individual Influences on School Physical Victimization

Few studies on the correlates of school violence include school and neighborhood influences. We use ecological systems theory and social disorganization theory to simultaneously incorporate neighborhood (e.g., concentrated poverty, residential instability, and immigrant concentration), school, family, and individual predictors of physical school victimization longitudinally among a large socio-economically and ethnically diverse (49 % Hispanic; 34 % African American) sample of 6 and 9 year olds (49 % female) from the Project on Human Development in Chicago Neighborhoods. These children were followed up at Wave II at ages 8 and 11 (n = 1,425). Results of Hierarchical Generalized Linear Models reveal neighborhood residential instability increases school victimization net of family and individual correlates. Furthermore, cross-level interactions were also supported where residential family mobility has a stronger risk influence in areas of high residential instability. Also, the influence of residential family mobility is decreased in areas with higher levels of immigrant concentration. We also found cross-context connections where parent-to-child aggression in the home is connected to a higher risk of victimization at school. The role of neighborhood and family residential instability on victimization warrants further research.     

Patterns of Dating Violence Victimization and Perpetration among Latino Youth

Theory and research suggest that there may be significant heterogeneity in the development, manifestation, and consequences of adolescent dating violence that is not yet well understood. The current study contributed to our understanding of this heterogeneity by identifying distinct patterns of involvement in psychological, physical, and sexual dating violence victimization and perpetration in a sample of Latino youth (n?=?201; M?=?13.87 years; 42% male), a group that is understudied, growing, and at high risk for involvement in dating violence. Among both boys and girls, latent class analyses identified a three-class solution wherein the largest class demonstrated a low probability of involvement in dating violence across all indices (“uninvolved”; 56% of boys, 64% of girls) and the smallest class demonstrated high probability of involvement in all forms of dating violence except for sexual perpetration among girls and physical perpetration among boys (“multiform aggressive victims”; 10% of boys, 11% of girls). A third class of “psychologically aggressive victims” was identified for which there was a high probability of engaging and experiencing psychological dating violence, but low likelihood of involvement in physical or sexual dating violence (34% of boys, 24% of girls). Cultural (parent acculturation, acculturation conflict), family (conflict and cohesion) and individual (normative beliefs, conflict resolution skills, self-control) risk and protective factors were associated with class membership. Membership in the multiform vs. the uninvolved class was concurrently associated with emotional distress among girls and predicted emotional distress longitudinally among boys. The results contribute to understanding heterogeneity in patterns of involvement in dating violence among Latino youth that may reflect distinct etiological processes.     

Perceived Discrimination and Peer Victimization Among African American and Latino Youth

Perceptions of racial discrimination constitute significant risks to the psychological adjustment of minority youth. The present study examined the relationship between perceived racial discrimination and peer nominations of victimization among 173 (55 % female) African American, European American and Latino youth. All respondents completed peer nominations of victimization status whereas the African American and Latino youth completed subjective measures of racial discrimination. The results indicated that African American and Latino’s subjective perceptions of racial discrimination were linked to nominations of overt and relational victimization when rated by their European American peers. The results suggest that there is consistency between African American and Latino youth’s perceptions of racial discrimination and nominations of peer victimization by their European American peers.     

The Nature and Predictors of Sexual Victimization and Offending Among Adolescents

This study describes the risk factors associated with experiencing and committing sexual aggression among a sample of male and female adolescents. High school students completed a questionnaire containing a revised form of the Sexual Experiences Survey to assess sexual victimization and offending experiences. Ordinal regression equations were estimated separately for male and female students, regressing background characteristics, dating behaviors, and attitudinal scales on sexual victimization (for females) or offending (for males). Nearly half (48%) of the females report experiencing sexual aggression, and one-third (34%) of males admit committing this type of offending. Regression analyses show that the likelihood of reporting victimization/offending increases among females who report dating more frequently during the past month, among both males and females who report dating more different people during the past 6 months, and among older males. Females who report their religious affiliation as Protestants compared to those with no religious affiliation, and those planning to attend college are less likely to report victimization. Among the males, rejecting rape stereotypes and having more accurate legal knowledge regarding rape are related to reduced likelihoods of reporting sexual offending. Implications for improving sexual assault educational programs for adolescents are discussed.     

Interpersonal Correlates of Peer Victimization Among Young Adolescents

Empathy, prosocial behavior, the number of friends, self-reported popularity, and various forms of interpersonal forgiveness were examined as predictors of peer victimization among 52 7th and 8th graders attending a private school. Popularity was the strongest individual predictor of teacher-reported victimization with high popularity associated with low victimization. Malestudents reported significantly higher rates of victimization than females, prompting the decision to examine correlates of self-reported victimization separately by gender. Interpersonal forgiveness scores were the strongest predictors of self-reported victimization; however, different forms of forgiveness were the greatest predictors of male and female self-reported victimization. Implications are discussed.     

The Role of the School Environment in Relational Aggression and Victimization

Research conducted over the last decade has documented both the high rates of and serious consequences associated with both victimization and perpetration of relational aggression. This study examines risk for involvement in relational aggression and victimization among middle school youth, evaluating both individual beliefs about violence, as well as aspects of the school environment, including interpersonal school climate and school responsiveness to violence. A sample of 5,625 primarily urban minority middle school youth (49.2 % female) participating in a violence prevention project completed measures of relational aggression and victimization as well as indicators of individual beliefs about aggression, school norms for aggression, student–teacher and student–student interpersonal climate, and school responsiveness to violence. Unlike results previously found for physical aggression, no school-level indicator of climate was related to relational aggression or victimization. However, individual beliefs about aggression and individual perceptions of the school environment were related strongly to both the perpetration of and victimization by relational aggression. These results suggest not only that individual beliefs and perceptions of the school environment are important in understanding perpetration and victimization of relational aggression, but also that risk for involvement in relational aggression is distinct from that of physical aggression. Implications for school interventions are discussed, as well as suggestions for future research.     

Peer Victimization and Social Anxiety in Adolescents: Prospective and Reciprocal Relationships

This study used a 2-month prospective research design to examine the bi-directional interplay between peer victimization and social anxiety among adolescents. Participants included 228 adolescents (58% female) in grades 10–12. Three types of peer victimization were examined: overt (physical aggression or verbal threats), relational (malicious manipulation of a relationship, such as by friendship withdrawal), and reputational (damaging another’s peer relationships, such as through rumor spreading). Adolescents’ self-reported feelings of social anxiety and peer victimization experiences were assessed at two time points, in November and January of the same school year. Peer victimization was strongly related to adolescents’ social anxiety, and relational victimization explained additional unique variance. Moreover, peer victimization was both a predictor and consequence of social anxiety over time, with the most robust results found for relational victimization. Limited support was obtained for gender as a moderating variable. Findings highlight the deleterious effects of peer victimization, especially relational victimization, and suggest avenues for future research and clinical intervention for adolescents experiencing such victimization.

Bullying Victimization and Adolescent Self-Harm: Testing Hypotheses from General Strain Theory

Self-harm is widely recognized as a significant adolescent social problem, and recent research has begun to explore its etiology. Drawing from Agnew’s (1992) social psychological strain theory of deviance, this study considers this issue by testing three hypotheses about the effects of traditional and cyber bullying victimization on deliberate self-harm and suicidal ideation. The data come from a school-based survey of adolescents in a rural county of a southeastern state (n = 426); 50% of subjects are female, their mean age was 15 years, and non-Hispanic whites represent 66% of the sample. The analysis revealed that both types of bullying are positively related to self-harm and suicidal ideation, net of controls. Moreover, those relationships are partially mediated by the negative emotions experienced by those who are bullied and partially moderated by features of the adolescent’s social environment and self. Regarding the latter, exposure to authoritative parenting and high self-control diminished the harmful effects of bullying victimization on self-harm and suicidal ideation. The article concludes by discussing the implications of these conclusions for future research and for policy efforts designed to reduce self-harm.     

Longitudinal Associations of Electronic Aggression and Victimization with Social Standing During Adolescence

Prior empirical work has documented that the dynamics of social standing can play a critical role in the perpetration and receipt of aggression during adolescence. Recently, investigators have emphasized the emergence of new, electronic modalities for aggressive acts. Our longitudinal project therefore considered electronic forms of aggression and victimization as correlates of social standing. We recruited 415 ninth grade students (53 % female) from a high school in Southern California. In the spring of two consecutive school years, participants completed peer nominations assessing their social standing, aggression, and victimization. More popular youths were concurrently more electronically aggressive and victimized than their peers. Popularity also was associated with increases in electronic aggression over time. In turn, electronic aggression was related to increases in popularity for girls and decreases for boys. We additionally found concurrent, positive associations between social acceptance and electronic forms of aggression and victimization, although these effects held only at the first time point. Among adolescent males, social acceptance also was related to increases in electronic victimization over time. Overall, our results suggest that adolescents may rely on electronic aggression to establish and maintain a privileged position in their peer hierarchy. Our results additionally highlight that popular and accepted youths, who likely possess a large, digitally-connected social network, may be at increased risk for electronic victimization.     

Electronic and School-Based Victimization: Unique Contexts for Adjustment Difficulties During Adolescence

Previous research suggests that school-based and electronic victimization have similar negative consequences, yet it is unclear whether these two contexts offer overlapping or unique associations with adolescents’ adjustment. 802 ninth-graders (43% male, mean age = 15.84 years), majority being Caucasian (82%), completed measures assessing the prevalence of school and electronic victimization, as well as self-reports on self-esteem, self-efficacy, anxiety, depressive symptoms, and locus of control. Results revealed that the majority of adolescents did not report being victimized in either the electronic (75.3%) or the school (72.9%) context. Victimization in both contexts was associated with lower self-esteem and self-efficacy as well as higher stress, anxiety, depressive symptoms, and locus of control. Importantly, even after controlling for school-based victimization, electronic victimization remained as a significant predictor for all outcome measures. Different types of electronic victimization were also associated with different psychological outcomes. The findings suggest that it is important to distinguish between victimization contexts and specific adjustment outcomes as school and health officials continue to battle the effects of peer victimization.     

Violent Victimization and Perpetration During Adolescence: Developmental Stage Dependent Ecological Models

Using a variant of the ecological-transactional model and developmental theories of delinquency on a nationally representative sample of adolescents, the current study explored the ecological predictors of violent victimization, perpetration, and both for three different developmental stages during adolescence. We examined the relative influence of individual and family characteristics, peers, and neighborhood characteristics on the odds of experiencing violent victimization and perpetration over time with two waves of the National Longitudinal Study of Adolescent Health for those adolescents who reported no exposure to violence at Wave 1 (N = 8,267; 50% female; 59% Caucasian; 17% African-American; 14% Hispanic). We found that more proximal factors differentiated between different experiences with violence at Wave 2. Also, negative peers significantly differentiated between violent victimization and perpetration, and this influence was strongest in early adolescence. In exploratory analyses, we found that middle adolescents were particularly vulnerable to their disadvantaged neighborhoods for a high-risk group. This analysis is one of the few that considers multiple ecological contexts simultaneously and provides support for developmental differences within adolescence on the influence that peers and neighborhoods have in predicting violent victimization and perpetration.     

Predictors of Latent Trajectory Classes of Physical Dating Violence Victimization

This study identified classes of developmental trajectories of physical dating violence victimization from grades 8 to 12 and examined theoretically-based risk factors that distinguished among trajectory classes. Data were from a multi-wave longitudinal study spanning 8th through 12th grade (n = 2,566; 51.9 % female). Growth mixture models were used to identify trajectory classes of physical dating violence victimization separately for girls and boys. Logistic and multinomial logistic regressions were used to identify situational and target vulnerability factors associated with the trajectory classes. For girls, three trajectory classes were identified: a low/non-involved class; a moderate class where victimization increased slightly until the 10th grade and then decreased through the 12th grade; and a high class where victimization started at a higher level in the 8th grade, increased substantially until the 10th grade, and then decreased until the 12th grade. For males, two classes were identified: a low/non-involved class, and a victimized class where victimization increased slightly until the 9th grade, decreased until the 11th grade, and then increased again through the 12th grade. In bivariate analyses, almost all of the situational and target vulnerability risk factors distinguished the victimization classes from the non-involved classes. However, when all risk factors and control variables were in the model, alcohol use (a situational vulnerability) was the only factor that distinguished membership in the moderate trajectory class from the non-involved class for girls; anxiety and being victimized by peers (target vulnerability factors) were the factors that distinguished the high from the non-involved classes for the girls; and victimization by peers was the only factor distinguishing the victimized from the non-involved class for boys. These findings contribute to our understanding of the heterogeneity in physical dating violence victimization during adolescence and the malleable risk factors associated with each trajectory class for boys and girls.     

Divergence in Self- and Peer-Reported Victimization and its Association to Concurrent and Prospective Adjustment

Previous studies on victimization have either used self-reports of peer-reports, but correspondence between these measures is low, implying that types of victims may exist that differ in convergence between self- and peer-reported victimization. Importantly, the very few studies that do exist on such types were cross-sectional, and did not address the stability nor predictive validity in terms of adjustment of these types. Using a person-centered approach, the present study identified types of victims that were either convergent or divergent in self- and peer-reported victimization, and examined how these types differed in concurrent and prospective adjustment. Participants were 1,346 adolescents (50 % girls, mean age 14.2) who were followed for 1 year. Using Latent Profile Analysis, we identified two convergent types (self-peer identified victims and non-victims) and two divergent types (self-identified and peer-identified) of victims. The types were highly stable over time. Self-peer identified victims were not only concurrently but also prospectively the least well adjusted. Self-identified victims showed lower levels of emotional adjustment but did not show problems on social adjustment. On the other hand, peer-identified victims were at risk for social but not emotional maladjustment. The findings corroborate previous studies that suggest that self-reported victimization is related to emotional problems, while peer-reported victimization is more indicative of social problems. The findings also suggest that using self-reports or peer-reports only may lead to incomplete conclusions about victims’ adjustment on different domains.     

Mapping Developmental Precursors of Cyber-Aggression: Trajectories of Risk Predict Perpetration and Victimization

Technologically mediated contexts are social arenas in which adolescents can be both perpetrators and victims of aggression. Yet, there remains little understanding of the developmental etiology of cyber aggression, itself, as experienced by either perpetrators or victims. The current study examines 3-year latent within-person trajectories of known correlates of cyber-aggression: problem behavior, (low) self-esteem, and depressed mood, in a large and diverse sample of youth (N = 1,364; 54.6 % female; 12–14 years old at T1). Findings demonstrate that developmental increases in problem behavior across grades 8–10 predict both cyber-perpetration and victimization in grade 11. Developmental decreases in self-esteem also predicted both grade 11 perpetration and victimization. Finally, early depressed mood predicted both perpetration and victimization later on, regardless of developmental change in depressed mood in the interim. Our results reveal a clear link between risky developmental trajectories across the early high school years and later cyber-aggression and imply that mitigating trajectories of risk early on may lead to decreases in cyber-aggression at a later date.