UMD Theses and Dissertations

Permanent URI for this collectionhttp://hdl.handle.net/1903/3

New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a given thesis/dissertation in DRUM.

More information is available at Theses and Dissertations at University of Maryland Libraries.

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Author: search.filters.author.Sullivan, KathrynSubject: search.filters.subject.Aggression

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    Relations Among Peer Victimization, Aggression, And School Climate in Elementary School Students
    (2019) Sullivan, Kathryn; Wang, CIxin; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Peer victimization in schools is a growing concern in China, where prevalence rates range from 22-26.1% (Han, Zhang, & Zhang, 2017; Cheng et al., 2010). Peer victimization is linked to many negative outcomes, including increased aggression (Arsenault et al., 2006; Averdijk et al., 2016). A positive school climate, which includes factors that support learning, physical and emotional safety, connection, support, and engagement, may serve as a protective factor against both peer victimization and its negative outcomes. This study examined the longitudinal relations between peer victimization, aggression, and school climate by examining self-report survey data collected from 800 3rd to 6th-grade students in China. Results indicated that a positive school climate was a significant moderator of the positive relationship between peer victimization and later aggression. These findings have important implications for the role of school climate as protective against later behavioral difficulties for victimized students.