This study examined the significance of peer victimization in early and middle childhood by assessing the reliability and validity of peer nominations of victimization in 210 first-grade and 359 fifth-grade boys and girls. Measurement analyses suggested that peer nominations of victimization were stable and were consistently correlated with teacher reports of victimization for fifth graders but not for first graders. Structural equation modeling was used to examine how peer victimization predicted aggression and internalizing behavior outcomes for fifth-grade boys and girls. The results suggested that peer victimization and aggression were orthogonal constructs and that peer victimization predicted later internalizing behaviors, after controlling for initial levels.
- Developmental models
- Peer nominations
- Peer victimization
ASJC Scopus subject areas
- Developmental and Educational Psychology