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Peer Support for Coping as a Moderator of the Relation Between Victimization by Relational Aggression and Adjustment

Rubinlicht, Michelle A.
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300666411

Abstract Details

2011, Master of Arts (MA), Bowling Green State University, Psychology/Clinical.
Over the past few decades, relational aggression (RA) has received increased attention in research and the media. Relational aggression is defined as aggressive acts that are aimed at damaging others' relationships. There is evidence that youth with supportive friends may be buffered in some way from the negative impact of being a victim of relational aggression, but there is limited research on how exactly youth's friends help their victimized peers. The purpose of the current study was to examine the association between relational aggression victimization and adjustment (e.g., loneliness, academic adjustment, aggression) and how peer support for coping with victimization may moderate the association. Hierarchical multiple regression analyses supported the hypothesis that peer support for coping would moderate the association between relational aggression victimization and academic adjustment, with an effect being shown for all three types of coping (engagement, disengagement, and externalizing). Specifically, peer support for engagement coping and disengagement coping generally provided a buffer for youth against academic maladjustment; however, the advantage lessened as the level of RA victimization increased. Peer support for externalizing coping acted as a risk factor for academic maladjustment in general, such that youth who received higher peer support for externalizing coping methods showed poorer academic adjustment. Although the study is correlational and thus causality cannot be determined, these findings have implications for theory and practice. Awareness of how victimization by relational aggression impacts youth in the classroom and how peers play a role in how children cope with RA may help teachers, peers, and parents better support victimized youth's academic adjustment.
Eric F. Dubow, PhD (Advisor)
Carolyn J. Tompsett, PhD (Committee Member)
Dara R. Musher-Eizenman, PhD (Committee Member)
117 p.
Clinical Psychology
relational aggression; aggression; bullying; youth; adjustment; victimization; middle school; moderation; buffering

Recommended Citations

Citations

  • Rubinlicht, M. A. (2011). Peer Support for Coping as a Moderator of the Relation Between Victimization by Relational Aggression and Adjustment [Master's thesis, Bowling Green State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300666411

    APA Style (7th edition)

  • Rubinlicht, Michelle. Peer Support for Coping as a Moderator of the Relation Between Victimization by Relational Aggression and Adjustment. 2011. Bowling Green State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300666411.

    MLA Style (8th edition)

  • Rubinlicht, Michelle. "Peer Support for Coping as a Moderator of the Relation Between Victimization by Relational Aggression and Adjustment." Master's thesis, Bowling Green State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300666411

    Chicago Manual of Style (17th edition)

bgsu1300666411
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© 2011, all rights reserved.
This open access ETD is published by Bowling Green State University and OhioLINK.