Date of Graduation
8-2024
Document Type
Dissertation
Degree Name
Doctor of Philosophy in Psychology (PhD)
Degree Level
Graduate
Department
Psychological Science
Advisor/Mentor
Cavell, Timothy A.
Committee Member
Bridges, Ana J.
Second Committee Member
Behrend, Douglas A.
Keywords
Externalizing problems; Internalizing symptoms; Peer acceptance; Peer victimization; School lunchroom
Abstract
Steggerda et al. (2022a) found that children’s self-reported lunchtime peer acceptance was predictive of later experiences of peer victimization. These authors speculated that the link between lunchtime peer acceptance and peer victimization is mediated by children’s internalizing or externalizing problems. The current study adds to the field’s understanding of the link between children’s lunchtime peer acceptance and peer victimization by considering whether internalizing symptoms and externalizing problems are potential mediating variables. Participants were 659 children from 34 classrooms (M age 9.31 years, SD = 0.50; 50.7% female; 42.7% Hispanic/Latinx, 30.3% White, 10% Pacific Islander, 7.8% bi/multiracial, 2.2% American Indian, 2.2% Black, 1.9% Asian, and 2.9% other). I used structural equation modeling (SEM) to test whether internalizing symptoms, externalizing problems, or the combination of these adjustment difficulties mediate the prospective link between lunchtime peer acceptance and peer victimization. I also tested whether pathways among these variables differed by gender, race, and ethnicity. Results indicated that internalizing symptoms consistently mediated the prospective relation between lunchtime peer acceptance and peer victimization. Significant differences in the pattern of findings were found across race and ethnic subgroups. Discussed are potential implications these findings have for school-based interventions for bullied children.
Citation
Steggerda, J. C. (2024). The School Lunchroom as an Important Context in Children’s Social Development: The Link Between Lunchtime Peer Acceptance and Peer Victimization. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/5390
