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Sensitive periods for the effect of peer victimization on self-cognition: Moderation by age and gender

Published online by Cambridge University Press:  27 June 2014

Kathryn M. Roeder ,
David A. Cole ,
Keneisha R. Sinclair ,
Tammy L. Dukewich ,
Kristopher J. Preacher ,
Julia W. Felton ,
Amy Jacky  and
Carlos Tilghman-Osborne
Kathryn M. Roeder
Affiliation:
Vanderbilt University
David A. Cole*
Affiliation:
Vanderbilt University
Keneisha R. Sinclair
Affiliation:
Vanderbilt University
Tammy L. Dukewich
Affiliation:
Vanderbilt University
Kristopher J. Preacher
Affiliation:
Vanderbilt University
Julia W. Felton
Affiliation:
Vanderbilt University
Amy Jacky
Affiliation:
Vanderbilt University
Carlos Tilghman-Osborne
Affiliation:
Vanderbilt University
*
Address correspondence and reprint requests to: David A. Cole, Department of Psychology and Human Development, Vanderbilt University, 230 Appleton Place, Nashville, TN 37203-5721; E-mail: [email protected].
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Abstract

The link between the experience of peer victimization (PV) and future psychological maladjustment has been consistently documented; however, little is known about intermediary cognitive processes that underlie this relation or how these processes vary across childhood. The present study examined the prospective relations between physical and relational PV and the development of negative and positive automatic thoughts and self-cognitions. Self-reports of cognitions and peer nomination measures of victimization were obtained from 1,242 children and young adolescents (Grades 3 through 6) in a two-wave longitudinal study. The results revealed that PV predicted significant increases in negative views of the self, world, and future and decreases in self-perceived competence for girls under 11 years of age, with the effect being stronger for younger girls. PV was not significantly associated with changes in positive or negative self-cognitions for older girls or for boys of any age. These findings support the hypothesis that PV may be linked to future psychopathology through its influence on self-cognitions, but only for girls.

Type
Regular Articles
Information
Development and Psychopathology , Volume 26 , Issue 4pt1 , November 2014 , pp. 1035 - 1048
Copyright
Copyright © Cambridge University Press 2014 

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