{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/87960"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/87960","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Peer victimization across the school years: consequences for middle school social goals","abstract":"Peer victimization is a common and insidious risk factor for maladjustment, although the pathways through which victimization takes its effect on adjustment across time are not yet clear. It may be that experiences of victimization, either at a young and formative age or as a long-term burden, have a significant impact on how children and adolescents go on to negotiate their social world, altering the intensity of their social goal orientation into the adolescent transition. Following victimization, children may become more motivated to avoid unpleasant social punishments (e.g., negative feedback or peer judgments) and to approach compensatory social rewards (e.g., dominance or status); peer victimization also may undermine children’s mastery-oriented goals for developing social skills in favor of easier (if less lastingly effective) paths to improved social standing. The current study examined the hypothesis that early (2nd grade) and growth in (2nd – 7th grade) peer victimization would predict lower levels of mastery goals and elevated levels of performance approach and avoidance goals in the 7th grade. Longitudinal growth curve analysis was employed in a diverse sample of 636 youth followed from the 2nd to 7th grade, reporting annually on experiences of overt and relational peer victimization and reporting on social goals in the 2nd and 7th grades. Results indicated that early and increasing peer victimization uniquely predicted elevated performance approach and avoidance goals in middle school, but were not significantly associated with mastery goals. No evidence for sex differences in these relationships was found.","abstract_html":"Peer victimization is a common and insidious risk factor for maladjustment, although the pathways through which victimization takes its effect on adjustment across time are not yet clear. It may be that experiences of victimization, either at a young and formative age or as a long-term burden, have a significant impact on how children and adolescents go on to negotiate their social world, altering the intensity of their social goal orientation into the adolescent transition. Following victimization, children may become more motivated to avoid unpleasant social punishments (e.g., negative feedback or peer judgments) and to approach compensatory social rewards (e.g., dominance or status); peer victimization also may undermine children’s mastery-oriented goals for developing social skills in favor of easier (if less lastingly effective) paths to improved social standing. The current study examined the hypothesis that early (2nd grade) and growth in (2nd – 7th grade) peer victimization would predict lower levels of mastery goals and elevated levels of performance approach and avoidance goals in the 7th grade. Longitudinal growth curve analysis was employed in a diverse sample of 636 youth followed from the 2nd to 7th grade, reporting annually on experiences of overt and relational peer victimization and reporting on social goals in the 2nd and 7th grades. Results indicated that early and increasing peer victimization uniquely predicted elevated performance approach and avoidance goals in middle school, but were not significantly associated with mastery goals. No evidence for sex differences in these relationships was found.","abstract_has_math":false,"creators":["Llewellyn, Nicole M."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Rudolph, Karen","Berry, Daniel","Dolcos, Florin","Pomerantz, Eva","Troop-Gordon, Wendy"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-29T20:37:40Z","date_published":"2015-09-29T20:37:40Z","updated_at":"2026-07-22T22:26:31Z","subjects":["Victimization","Goals","Mastery-Performance"],"languages":["en"],"rights":["Copyright 2015 Nicole Llewellyn"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/87960","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Rudolph, Karen","Berry, Daniel","Dolcos, Florin","Pomerantz, Eva","Troop-Gordon, Wendy"]},{"key":"dc:creator","label":"Author","values":["Llewellyn, Nicole M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-29T20:37:40Z","2015-08","2015-06-15","2015-8"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Victimization","Goals","Mastery-Performance"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2015 Nicole Llewellyn"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/87960"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Peer victimization is a common and insidious risk factor for maladjustment, although the pathways through which victimization takes its effect on adjustment across time are not yet clear. It may be that experiences of victimization, either at a young and formative age or as a long-term burden, have a significant impact on how children and adolescents go on to negotiate their social world, altering the intensity of their social goal orientation into the adolescent transition. Following victimization, children may become more motivated to avoid unpleasant social punishments (e.g., negative feedback or peer judgments) and to approach compensatory social rewards (e.g., dominance or status); peer victimization also may undermine children’s mastery-oriented goals for developing social skills in favor of easier (if less lastingly effective) paths to improved social standing. The current study examined the hypothesis that early (2nd grade) and growth in (2nd – 7th grade) peer victimization would predict lower levels of mastery goals and elevated levels of performance approach and avoidance goals in the 7th grade. Longitudinal growth curve analysis was employed in a diverse sample of 636 youth followed from the 2nd to 7th grade, reporting annually on experiences of overt and relational peer victimization and reporting on social goals in the 2nd and 7th grades. Results indicated that early and increasing peer victimization uniquely predicted elevated performance approach and avoidance goals in middle school, but were not significantly associated with mastery goals. No evidence for sex differences in these relationships was found.","Submission original under an indefinite embargo labeled 'Open Access'. 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It may be that experiences of victimization, either at a young and formative age or as a long-term burden, have a significant impact on how children and adolescents go on to negotiate their social world, altering the intensity of their social goal orientation into the adolescent transition. Following victimization, children may become more motivated to avoid unpleasant social punishments (e.g., negative feedback or peer judgments) and to approach compensatory social rewards (e.g., dominance or status); peer victimization also may undermine children’s mastery-oriented goals for developing social skills in favor of easier (if less lastingly effective) paths to improved social standing. The current study examined the hypothesis that early (2nd grade) and growth in (2nd – 7th grade) peer victimization would predict lower levels of mastery goals and elevated levels of performance approach and avoidance goals in the 7th grade. Longitudinal growth curve analysis was employed in a diverse sample of 636 youth followed from the 2nd to 7th grade, reporting annually on experiences of overt and relational peer victimization and reporting on social goals in the 2nd and 7th grades. Results indicated that early and increasing peer victimization uniquely predicted elevated performance approach and avoidance goals in middle school, but were not significantly associated with mastery goals. No evidence for sex differences in these relationships was found.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2015-09-29 without embargo terms","The student, Nicole Llewellyn, accepted the attached license on 2015-06-11 at 12:14.","The student, Nicole Llewellyn, submitted this Dissertation for approval on 2015-06-11 at 12:22.","This Dissertation was approved for publication on 2015-06-15 at 13:08.","DSpace SAF Submission Ingestion Package generated from Vireo submission #8272 on 2015-09-29 at 13:21:27","Made available in DSpace on 2015-09-29T20:37:40Z (GMT). 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