| Title |
“It Must Be Me”: Ethnic Diversity and Attributions for Peer Victimization in Middle School
|
|---|---|
| Published in |
Journal of Youth and Adolescence, January 2009
|
| DOI | 10.1007/s10964-008-9386-4 |
| Pubmed ID | |
| Authors |
Sandra Graham, Amy Bellmore, Adrienne Nishina, Jaana Juvonen |
| Abstract |
This study examined the mediating role of self-blaming attributions on peer victimization-maladjustment relations in middle school and the moderating role of classroom ethnic diversity. Latino and African American 6th grade participants (N = 1105, 56% female) were recruited from middle schools in which they were either members of the numerical majority ethnic group, the numerical minority, or one of several ethnic groups in ethnically diverse schools. Peer nomination data were gathered in the Fall of 6th grade to determine which students had reputations as victims of harassment and self-report data on self-blame for peer harassment and the adjustment outcomes of depressive symptoms and feelings of self-worth were gathered in the Spring of 6th grade, approximately 6 months later. A mediational model in which self-blame partly explained the relation between victimization and maladjustment was supported among students from the majority ethnic group in their classroom but not among students from the minority group. The usefulness of including ethnic diversity as an important context variable in studies of peer victimization during early adolescence was discussed. |
Mendeley readers
The data shown below were compiled from readership statistics for 147 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 1 | <1% |
| Italy | 1 | <1% |
| Unknown | 145 | 99% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 42 | 29% |
| Student > Doctoral Student | 19 | 13% |
| Researcher | 17 | 12% |
| Student > Master | 15 | 10% |
| Student > Bachelor | 9 | 6% |
| Other | 24 | 16% |
| Unknown | 21 | 14% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 72 | 49% |
| Social Sciences | 31 | 21% |
| Medicine and Dentistry | 4 | 3% |
| Business, Management and Accounting | 2 | 1% |
| Arts and Humanities | 2 | 1% |
| Other | 8 | 5% |
| Unknown | 28 | 19% |
Attention Score in Context
This research output has an Altmetric Attention Score of 7. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 30 December 2019.
All research outputs
#4,469,784
of 23,906,448 outputs
Outputs from Journal of Youth and Adolescence
#516
of 1,813 outputs
Outputs of similar age
#24,257
of 175,213 outputs
Outputs of similar age from Journal of Youth and Adolescence
#5
of 13 outputs
Altmetric has tracked 23,906,448 research outputs across all sources so far. Compared to these this one has done well and is in the 80th percentile: it's in the top 25% of all research outputs ever tracked by Altmetric.
So far Altmetric has tracked 1,813 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 15.7. This one has gotten more attention than average, scoring higher than 70% of its peers.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 175,213 tracked outputs that were published within six weeks on either side of this one in any source. This one has done well, scoring higher than 85% of its contemporaries.
We're also able to compare this research output to 13 others from the same source and published within six weeks on either side of this one. This one has gotten more attention than average, scoring higher than 53% of its contemporaries.