Sandra Graham | Department of Education, University of California Los Angeles
Attribution theory is used as a conceptual framework for examining how causal beliefs about peer harassment influence how victims think and feel about themselves. Evidence is presented that victims who make characterological self-blaming attributions (“it must be me”) are particularly at risk of negative self-views. Also examined is the influence of social context, particularly the ethnic composition of schools and classrooms. It was found that students who were both victims of harassment and members of the majority ethnic group were more vulnerable to self-blaming attributions. In contrast, greater ethnic diversity, that is, classrooms where no one group was in the majority, tended to ward off self-blaming tendencies. Studies of peer harassment are a good context for examining one of the main themes of the special issue, which is how the social context (e.g., peer groups, ethnic groups) influences the way individuals think and feel about themselves.
Bayram Özdemir, Sevgi, Metin Özdemir & Håkan Stattin
2019. Ethnic Harassment and Immigrant Youth's Engagement in Violent Behaviors: Understanding the Risk Factors. Child Development 90:3 ► pp. 808 ff.
Danielson, Carly M. & Tara M. Emmers-Sommer
2016. “It Was My Fault”: Bullied Students’ Causal and Controllable Attributions in Bullying Blogs. Journal of Health Communication 21:4 ► pp. 408 ff.
D’hondt, Fanny, Mieke Van Houtte & Peter A. J. Stevens
2015. How does ethnic and non-ethnic victimization by peers and by teachers relate to the school belongingness of ethnic minority students in Flanders, Belgium? An explorative study. Social Psychology of Education 18:4 ► pp. 685 ff.
Gusfre, Kari Stamland, Janne Støen & Hildegunn Fandrem
2022. Bullying by Teachers Towards Students—a Scoping Review. International Journal of Bullying Prevention
Harper, Bridgette D.
2012. Parents’ and Children’s Beliefs About Peer Victimization. The Journal of Early Adolescence 32:3 ► pp. 387 ff.
Mali, Luiza V., David Schwartz, Daryaneh Badaly, Tana J. Luo, Sarah Malamut, Alexandra C. Ross & Mylien T. Duong
2019. Unpopularity with same- and cross-ethnicity peers as predictors of depressive symptoms during adolescence. Journal of Applied Developmental Psychology 62 ► pp. 93 ff.
Morrow, Michael T., Julie A. Hubbard & Marissa K. Sharp
2019. Preadolescents’ Internal Attributions for Negative Peer Experiences: Links to Child and Classroom Peer Victimization and Friendship. Journal of Abnormal Child Psychology 47:3 ► pp. 393 ff.
2023. Cognitive Processes of Victims of Bullying. International Journal of Bullying Prevention 5:1 ► pp. 13 ff.
Palmer, Sally B., Kelly Lynn Mulvey & Adam Rutland
2021. Developmental Differences in Evaluations of, and Reactions to, Bullying Among Children and Adolescents. In The Wiley Blackwell Handbook of Bullying, ► pp. 764 ff.
This list is based on CrossRef data as of 23 may 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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