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Coping with School Bullying: An Examination of Longitudinal Effects of Coping on Peer Victimization and Adjustment


Abstract Despite some prevailing attitudes that bullying is normal, relatively innocuous behavior, it has recently been recognized as a serious problem in schools worldwide. Victimized students are more likely to evidence poor academic and semi-academic outcomes, experience social difficulties, and drop out of school in comparison to their non-victimized peers. Although anti-bullying programs have proliferated during the last decade, those aimed at helping children cope with bullying often suffer from a lack of basic research on the effectiveness of children's responses to bullying. The focus of this study was to delineate the ways in which elementary school-aged children typically cope with peer victimization, then to examine which strategies r... (more)
Created Date 2010
Contributor Polasky, Sarah Anne (Author) / Kochenderfer-Ladd, Becky (Advisor) / Nakagawa, Kathryn (Advisor) / Moore, Elsie G. J. (Committee member) / Arizona State University (Publisher)
Subject Educational Psychology / Developmental Psychology / bullying / cohort-sequential / coping / moderation / peer relations / peer victimization
Type Doctoral Dissertation
Extent 132 pages
Language English
Copyright
Reuse Permissions All Rights Reserved
Note Ph.D. Educational Psychology 2010
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS


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Description Dissertation/Thesis