@article{4018ccdd766c446f9f17f383efeb19f4,
title = "Peer victimization: Manifestations and relations to school adjustment in kindergarten",
abstract = "A primary objective of this investigation was to extend our knowledge about the prevalence and forms of peer victimization in kindergarten and its relation to children's school adjustment. Four types of peer victimization (i.e., physical, direct verbal, indirect verbal, and general) were assessed using a sample of 200 kindergartners. Peer victimization was reported by a large percentage of children, with females and males being equally at risk. General and direct verbal victimization were reported more often than indirect verbal and physical victimization. Correlations indicated that all types of victimization were related to children's loneliness in school and their expressed desire to avoid that environment. Both forms of verbal victimization were associated with negative attitudes about school. Regression analyses showed that different forms of victimization made unique contributions to school adjustment outcomes. Victimized children were compared to nonvictimized children on several social and academic behaviors.",
keywords = "Adjustment, Peer relations, Peer victimization",
author = "Kochenderfer, {Becky J.} and Ladd, {Gary W.}",
note = "Funding Information: There is a growing awareness among educators and psychologists that children's school adjustment and progress depend, in part, on their comfort and security in educational environments (e.g., classrooms). For example, Hoover and Hazier (1991) contend that, in order for children to succeed in school academically, they must view their learning environment as a safe place. A similar premise can be found in recent research on early school transitions (Ladd, 1990; Ladd & Price, 1987). Ladd and Price (1987) argue that an important indicator of children's early adaptation to school is the extent to which they feel secure and comfortable in this context. One factor that may undermine children's feelings of safety and security at school and, therefore, disrupt their adjustment and progress, is the extent to which they are victimized by their classmates. Children who are teased or attacked by peers on a regular basis may conclude that school is a threatening place and, consequently, develop negative sentiments or attitudes Preparation of this article was supported by National Institute of Mental Health Grant MH-49223 to Gary W. Ladd. We wish to thank all the families and schools who participated in this project. Address correspondence and reprint requests to Gary Ladd, University of Illinois, 183 Children's Research Center, 51 Gerty Drive, Champaign, Illinois 61820.",
year = "1996",
doi = "10.1016/0022-4405(96)00015-5",
language = "English (US)",
volume = "34",
pages = "267--283",
journal = "Journal of School Psychology ",
issn = "0022-4405",
publisher = "Elsevier BV",
number = "3",
}