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The Moderating Effects of Classroom Social Support on the Relationship Between Peer Victimization and Children’s Emotional-Behavioral Functioning
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DOI：10.1177/08295735261471624.png)
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Abstract
En 中文
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Healthy relationships are essential for children’s emotional and behavioral development. However, difficulties in peer relationships can negatively affect children’s adjustment. This longitudinal study examined whether social support moderates the association between peer victimization and children’s internalizing and externalizing symptoms in a sample of Canadian elementary school students in Grades 4 and 5 (
<jats:italic toggle="yes">N</jats:italic>
= 399,
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<jats:sub>age</jats:sub>
= 9.91). Results indicated that peer support moderated the association between both physical and relational victimization and children’s externalizing symptoms, such that higher levels of peer support weakened these associations. Teacher support buffered the association between relational victimization and children’s externalizing symptoms. The findings highlight the protective role of social support in mitigating externalizing problems at low and medium levels of peer victimization. Implications for school psychology are discussed, including the importance of fostering supportive peer and teacher relationships, promoting social inclusion, and providing targeted support for students experiencing high levels of victimization.
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