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dc.contributor.authorGrills, Amie Elizabethen_US
dc.date.accessioned2014-03-14T20:09:02Z
dc.date.available2014-03-14T20:09:02Z
dc.date.issued2003-04-04en_US
dc.identifier.otheretd-04072003-175901en_US
dc.identifier.urihttp://hdl.handle.net/10919/26674
dc.description.abstractThe primary purpose of this research was to examine the long-term relations between peer victimization and internalizing symptoms (anxiety and depression) in middle school children. Furthermore, this study intended to determine the potential roles of self-worth, self-acceptance, and social supports in moderating or mediating these proposed relations. At time one, 280 sixth grade students participated and at follow up, 77 eighth grade children were participants. All children were from the same public middle school and completed self-report measures representing the constructs previously described. Reported levels of peer victimization were found to be similar to those reported in previous studies. Significant concurrent correlations were found between the sixth grade predictor variables (victimization, self-worth, social acceptance, social supports). Sixth grade reported peer victimization was also significantly associated with eighth grade depression for boys and eighth grade social anxiety for girls. Tests of mediation supported the role of global self-worth for boys and social acceptance for girls. Teacher support served a significant moderating role for boysâ peer victimization-internalizing symptom (depression and social anxiety) relation. In both cases, boys reported fewer internalizing symptoms when peer victimization was low and teacher support was high. Findings are integrated into the literature regarding peer victimization and internalizing difficulties.en_US
dc.publisherVirginia Techen_US
dc.relation.haspartamiegrillsdissertation.pdfen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjectmediators and moderatorsen_US
dc.subjectdepressionen_US
dc.subjectinternalizing disordersen_US
dc.subjectanxietyen_US
dc.subjectbullyingen_US
dc.subjectpeer victimizationen_US
dc.titleLong-term relations among peer victimization and internalizing symptoms in childrenen_US
dc.typeDissertationen_US
dc.contributor.departmentPsychologyen_US
dc.description.degreePh. D.en_US
thesis.degree.namePh. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplinePsychologyen_US
dc.contributor.committeechairOllendick, Thomas H.en_US
dc.contributor.committeememberClum, George A. Jr.en_US
dc.contributor.committeememberFinney, Jack W.en_US
dc.contributor.committeememberJones, Russell T.en_US
dc.contributor.committeememberBell, Martha Annen_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-04072003-175901/en_US
dc.date.sdate2003-04-07en_US
dc.date.rdate2004-04-28
dc.date.adate2003-04-28en_US


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