Full metadata
Title
Attributional and coping styles of involved and non-involved children in peer victimization
Description
This dissertation study examines the coping methods and attributional styles of peer victimized children versus those who are not involved with acts of bullying. Data corresponding to elementary school children (n=317) over a period of four years from four public elementary schools in the Southwest United States was used in the present study. Latent class analyses and correlations were conducted to explore (1) whether externalizing versus internalizing or passive emotional reactions differentially influence the attributions children make regarding victimization, (2) whether externalizing types of emotional reactions differentially influence the coping methods victimized children utilize, and (3) whether children identified as "bullies" experience different types of emotional reactions than those identified as "victims." Findings revealed that children who identified as self-reported victims tended to report higher levels of internalizing feelings. However, contradictory to what was hypothesized, the victim group also reported higher levels of being mad. Specific patterns arose between the types of attributions that victimized and non-victimized children made, where the children who identified more frequently as being victims tended to report that they believed bullying took place due to reasons that were more personal in nature and more stable. Lastly, findings also revealed similarities in the ways victimized children coped with bullying.
Date Created
2013
Contributors
- Randall, Megan (Author)
- Caterino, Linda C (Thesis advisor)
- Nakagawa, Kathryn (Committee member)
- McCoy, Kathleen (Committee member)
- Arizona State University (Publisher)
Topical Subject
Resource Type
Extent
ix, 127 p. : col. ill
Language
Copyright Statement
In Copyright
Primary Member of
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.I.17908
Statement of Responsibility
by Megan Randall
Description Source
Viewed on Mar. 13, 2015
Level of coding
full
Note
Partial requirement for: Ph. D., Arizona State University, 2013
Note type
thesis
Includes bibliographical references (p. 82-90)
Note type
bibliography
Field of study: Educational psychology
System Created
- 2013-07-12 06:23:47
System Modified
- 2021-08-30 01:41:43
- 3 years ago
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