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Peer victimization : An integrative review and cross-national test of a tripartite model
Marsh, Herbert W. Guo, Jiesi Parker, Philip D. Pekrun, Reinhard Herrmann Basarkod, Geetanjali Dicke, Theresa Parada, Roberto H. Reeve, Johnmarshall Craven, Rhonda Ciarrochi, Joseph
Marsh, Herbert W.
Guo, Jiesi
Parker, Philip D.
Pekrun, Reinhard Herrmann
Basarkod, Geetanjali
Dicke, Theresa
Parada, Roberto H.
Reeve, Johnmarshall
Craven, Rhonda
Ciarrochi, Joseph
Abstract
School victimization issues remain largely unresolved due to over-reliance on unidimensional conceptions of victimization and data from a few developed OECD countries. Thus, support for cross-national generalizability over multiple victimization components (relational, verbal, and physical) is weak. Our substantive–methodological synergy tests the cross-national generalizability of a three-component model (594,196 fifteen-year-olds; nationally -representative samples from 77 countries) compared to competing (unidimensional and two-component) victimization models. We demonstrate the superior explanatory power of the three-component model—goodness-of-fit, component differentiation, and discriminant validity of the three components concerning gender differences, paradoxical anti-bullying attitudes (the Pro-Bully Paradox) whereby victims are more supportive of bullies than of other victims, and multiple indicators of well-being. For example, gender differences varied significantly across the three components, and all 13 well-being indicators were more strongly related to verbal and particularly relational victimization than physical victimization. Collapsing the three components into one or two components undermined discriminant validity. Cross-nationally, systematic differences emerged across the three victimization components regarding country-level means, gender differences, national development, and cultural values. These findings across countries support a tripartite model in which the three components of victimization—relational, verbal, and physical—relate differently to key outcomes. Thus, these findings advance victimization theory and have implications for policy, practice, and intervention. We also discuss directions for further research: the need for simultaneous evaluation of multiple, parallel components of victimization and bullying, theoretical definitions of bullying and victimization and their implications for measurement, conceptual bases of global victimization indices, cyberbullying, anti-bullying policies, and capitalizing on anti-bullying attitudes.
Keywords
multiple components of victimization, PISA cross-national comparisons, mental health and well-being, anti-bullying attitudes and policies, exploratory structural equation modeling, pro-bully paradox
Date
2023
Type
Journal article
Journal
Educational Psychology Review
Book
Volume
35
Issue
Page Range
1-51
Article Number
Article 46
ACU Department
Institute for Positive Psychology and Education
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
Published as ‘gold’ (paid) open access
License
CC BY 4.0
File Access
Open