Peer victimization and subsequent disruptive behavior in school: The protective functions of anger regulation coping. (January 2015)

• Record Type: Journal Article
• Authors: Kaynak, Övgü; Lepore, Stephen J.; Kliewer, Wendy; Jaggi, Lena
• Is Part Of: Personality and individual differences. Volume 73(2015)
• Page Start: 1
• Page End: 6
• Publication Date: 2015-01
• Subjects: Anger regulation -- Peer victimization -- Aggression -- Adolescents -- School; Personality -- Periodicals; Individuality -- Periodicals; Individuality -- Periodicals; Personality Development -- Periodicals; Personnalité -- Périodiques; Individualité -- Périodiques; 155.205
• DOI: 10.1016/j.paid.2014.09.012
• Languages: English
• ISSNs: 0191-8869

Abstract

Highlights: Peer victimization is associated with higher levels of teacher-rated aggressive behavior across the school year. Anger regulation coping attenuates associations between peer victimization and aggressive behavior. The association between peer victimization and aggression is similar across different classrooms of youth. Abstract: Peer victimization is linked to adjustment problems in youth, including aggressive behavior, yet not all victimized youth are aggressive. The present study investigated whether youth's anger regulation coping might attenuate the positive association between peer victimization and subsequent aggressive behavior. Longitudinal data from 485 7th-grade students (55% female, mean age = 12.84 years) and their teachers were collected in the fall and six months later. Teacher ratings of youth aggressive behavior at follow-up were the primary outcome, with statistical adjustments for baseline aggressive behavior and demographics. Results from multilevel models showed significant interactive effects of baseline anger regulation and peer victimization on residualized teacher-rated aggressive behaviors that were consistent with the hypothesis that anger regulation played a protective role: under high levels of peer victimization, youth with higher levels of anger regulation displayed lower levels of aggressive behavior than their counterparts with lower levels of anger regulation. These findings suggest that targeting and improving students' ability to regulate their anger may be protective in the face of peer victimization and reduce subsequent aggressive behavior.