1. Objectifs

Intentions :
«[T]he present study examined the additive and interactive role of individuals’ personal (aggression and internalizing problems) and familial (warmth/support and conflict in the parent–child relationship) characteristics in predicting their trajectories of peer victimization from primary to secondary school.» (p. 2)

Questions/Hypothèses :
«[W]e expected to identify up to four trajectory groups that include a majority with no or low levels of peer victimization throughout the assessment period and a decreasing trajectory group who are mostly victimized in primary school but not or much less in secondary school. [We expected also that] youngsters who are victimized in primary school, but no longer or less in secondary school should be characterized mainly by pre-existing aggressive behavior but not necessarily by pre-existing internalizing problems compared to those following a trajectory of little or no victimization. [W]e also expected that the risk of following an elevated victimization trajectory in either primary or high school should be counterbalanced (either via a main effect or an interaction effect) by a warm and supportive parent–child relationship.» (p. 3)

2. Méthode

Échantillon/Matériau :
«The 767 children (403 girls, 364 boys) participating in this study were part of a population-based sample of 662 Monozygotic (MZ) and Dizygotic (DZ) twin pairs (1,324 individuals) recruited at birth (Boivin et al., 2012).» (p. 4)

Instruments :
Questionnaires

Type de traitement des données :
Analyse statistique

3. Résumé

«In addition to children’s behavioral characteristics, the quality of the parent–child relationship also played an important role in explaining children’s peer victimization in primary and secondary school. As expected […] a warm and supportive parent–child relationship was associated with less victimization in our sample. Unfortunately, the growthmixture models showed that this beneficial effect of parental support was only observed in regard to the High-Decreasing trajectory (i.e., peer victimization that was limited to primary school). Although the parent–child relationship was only assessed during the transition year from primary to secondary school, both positive and negative features of the parent–child relationship show considerable test–retest stability over time (Laursen, DeLay, & Adams, 2010). Thus, for many youngsters, the relative degree of parental warmth and support and parent–child conflict during the transition to secondary school likely reflects the quality of the parent–child relationship in previous years. A warm and supportive relationship with parents may provide a working model for youngsters to develop the skills necessary for positive peer interactions, thus reducing the risk of victimization.» (p. 9)