Master of Science (MS), Ohio University, 2024, Clinical Psychology (Arts and Sciences)

Links between peer victimization and poor academic (i.e., GPA, grade repeats) and school engagement (i.e., attendance, in school discipline, student teacher relationship) outcomes are well-established. In particular, socially marginalized adolescents (i.e., overweight or obese, ADHD, LGBTQ+) experience greater rates of peer victimization and poorer academic and school engagement outcomes than their nonmarginalized counterparts. However, the literature is lacking tests of the extent to which marginalized identity or victimization contribute to these poor outcomes. Furthermore, the specific forms of victimization (i.e., overt, relational, and reputational) experienced by these adolescents, as well as the potential influence of sex on victimization experiences, are unclear. This study examines peer victimization and academic and school engagement outcomes in a sample of adolescents (2450 males & 2221 females; 705 males & 647 females are overweight or obese; 111 males & 544 females are LGBT) that vary in the degree to which their marginalized characteristic is observable. Results indicate that relational victimization is the most common form of victimization, but overt victimization contributes the strongest to poor academic and school engagement outcomes. Significant mediating effects of victimization on academic and school engagement outcomes were obtained more often in the LGBT and ADHD subgroups than the subgroup of adolescents who are overweight or obese. A greater proportion of males reported experiencing overt victimization than females, whereas a greater proportion of females reported experiencing indirect (i.e., relational and reputational) forms of victimization than males. Mediating effects were obtained more often in male than female subgroups. The results of this study demonstrate that child identity and sex, as well as the form of peer victimization, matter in predicting the quality of school outcomes and are important areas for continued research.

Committee: Steven Evans (Advisor); Julie Owens (Committee Member); Darcey Allan (Committee Member) Subjects: Psychology

Master of Arts, The Ohio State University, 2019, Educational Studies

This study examined the independent and joint influence of peer victimization, close teacher-child relationships, and classroom organization on early elementary students' school adjustment. Five hundred and ninety students from 42 classrooms were a part of this study. Data were collected through observations, student interviews, and family and teacher questionnaires. Based on self-perceptions of peer victimization, teacher perceptions of teacher-child relationships, and observer ratings of classroom organization, results of the multilevel models indicate that children who are victimized by their peers have lower school liking, behavioral engagement, and academic achievement. Additionally, results indicated that close teacher-child relationships support school adjustment. However, despite their positive impact, findings indicate that close teacher-child relationships are not able to buffer against the adverse effects of peer victimization. Also, results indicated that classroom organization negatively correlated with behavioral engagement and school liking; however, it was not significant in any of the multilevel models. Findings underscore the importance of creating classroom climates that promote positive peer interactions and reduce victimization.

Committee: Lynley Anderman (Advisor); Laura Justice (Committee Member) Subjects: Educational Psychology

MA, Kent State University, 2014, College of Arts and Sciences / Department of Psychological Sciences

Research has consistently demonstrated the relationship between peer victimization and internalizing symptoms. More recently, there has been emphasis on distinguishing between other forms of victimization, such as relational victimization and cyberbullying. The purpose of the current study was to further examine relational victimization and internalizing symptoms in adolescents and to examine potential variables (rumination, co-rumination, and gender) that may moderate this relationship. One hundred twenty seven adolescents completed measures of relational victimization, depressive symptoms, social anxiety symptoms, rumination, and co-rumination at two time points that were six months apart. A new measure of relational victimization, the Relational Victimization Questionnaire, was developed. Multiple regression analyses indicated that cyberbullying was predictive of higher levels of depressive symptoms over time and that social manipulation was predictive of higher levels of general social avoidance and distress over time. Further, there was a significant interaction between cyberbullying and gender in the prediction of depressive symptoms, general social avoidance and distress, and social avoidance and distress of new situations. Thus, these findings add to the limited extant literature on the longitudinal negative effects of cyberbullying and the distinct negative effects of social manipulation on adolescents.

Committee: Jeffrey Ciesla Ph.D. (Advisor); Christopher Flessner Ph.D. (Committee Member); Kathryn Kerns Ph.D. (Committee Member); Manfred van Dulmen Ph.D. (Committee Member) Subjects: Psychology

MS, Kent State University, 2012, College of Education, Health and Human Services / School of Health Sciences

Transgender individuals are more likely to be the targets of peer victimization than their cisgender counterparts. Emerging research has demonstrated a potential negative link between peer victimization and physical activity behavior. The purpose was to examine self-reported peer victimization, physical activity behavior and attitudes regarding physical activity in transgender and cisgender adults. Eighty (33 Transgender and 47 Cisgender) adults completed validated questionnaires assessing; peer victimization, physical activity behavior, social support for physical activity and self-efficacy for physical activity. The peer victimization questionnaire asked participants about their peer interactions as children and contained the following sub-scales: Overt Victimization Subscale (OVS), Relational Subscale (RS) and Pro-social Receipt Subscale (PRS). Each of these subscales was summed individually. Transgender individuals had a significantly (p ¿¿¿¿¿¿¿ 0.05) greater BMI, OVS and RS and lower PRS, social support for physical activity and self-efficacy for physical activity than cisgender adults. There was a trend (p ¿¿¿¿¿¿¿ 0.06) towards a difference in physical activity between groups. Self efficacy (r ¿¿¿¿¿¿¿ 0.52), social support (r ¿¿¿¿¿¿¿ 0.49), PRS (r ¿¿¿¿¿¿¿ 0.34), OVS (r ¿¿¿¿¿¿¿= -0.3) and BMI (r = -0.25) were significantly (p ¿¿¿¿¿¿¿ 0.03) correlated to physical activity. RS (r ¿¿¿¿¿¿¿ -0.18) was not (p ¿¿¿¿¿¿¿ 0.1) correlated to physical activity. Transgender individuals were less physically active, received less social support, had lower self-efficacy, were more victimized and had a greater average BMI than cisgender individuals. Transgender individuals appear to be an excellent model for studying the effects of negative social interaction on physical activity behavior.

Committee: Jacob Barkley Ph.D (Advisor); Ellen Glickman (Committee Member); Angela Ridgel (Committee Member) Subjects: Health; Health Sciences; Sports Medicine