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Coping Strategies against Peer Victimization: Differences According to Gender, Grade, Victimization Status and Perceived Classroom Social Climate

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  • María-Jesús Cava

    (Department of Social Psychology, Faculty of Psychology, University of Valencia, 46010 Valencia, Spain)

  • Ester Ayllón

    (Department of Psychology and Sociology, Faculty of Human Sciences and Education, University of Zaragoza, 22003 Huesca, Spain)

  • Inés Tomás

    (Department of Methodology of the Behavioural Sciences, Faculty of Psychology, University of Valencia, 46010 Valencia, Spain)

Abstract

The Sustainable Development Goals (SDGs) include “Good Health and Well-being” (SDG3) and “Quality Education” (SDG4). Nevertheless, many students cannot achieve these goals if they suffer peer victimization at their schools, and intervention programs to reduce it are necessary. These programs should consider the possible differences in the coping strategies preferred by students according to some personal (e.g., gender, grade, victimization status) and contextual (e.g., perceived classroom social climate) factors to be more effective. Therefore, the objective of this study was to analyze the possible differences in the coping strategies preferred by students (ask a friend for help, ask a teacher for help, ask parents for help, not ask anyone for help, fighting back, avoid the aggressor and ask the aggressor why) to handle situations of relational, physical and verbal peer victimization according to their gender, school grade, victimization status and perceived classroom social climate. The sample comprised 479 students (52.2% boys, 47.8% girls) aged from 9 to 14 years ( M = 11.21, SD = 1.52). The results showed that girls chose the strategies of asking friends or adults for help and asking the aggressor why more than boys, while boys chose the strategies of fighting back and not ask anyone for help more than girls. The coping strategy of asking a teacher for help was preferred more by students of lower school grades and by students with a positive perception of the classroom climate. Victimized students preferred the strategy of not asking anyone for help. These results may be useful for developing more effective intervention programs. These programs should aim to enhance the teacher–student relationship in upper school grades, help victimized students to inform about peer aggression situations and improve perceived classroom social climate.

Suggested Citation

  • María-Jesús Cava & Ester Ayllón & Inés Tomás, 2021. "Coping Strategies against Peer Victimization: Differences According to Gender, Grade, Victimization Status and Perceived Classroom Social Climate," Sustainability, MDPI, vol. 13(5), pages 1-17, March.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:5:p:2605-:d:508364
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    References listed on IDEAS

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    1. Beld, M.H.M. & Van den Heuvel, E.G. & van der Helm, G.H.P. & Kuiper, C.H.Z. & de Swart, J.J.W. & Roest, J.J. & Stams, G.J.J.M., 2019. "The impact of classroom climate on students' perception of social exclusion in secondary special education," Children and Youth Services Review, Elsevier, vol. 103(C), pages 127-134.
    2. Marta Ruiz-Narezo & Rosa Santibáñez Gruber, 2020. "School Climate and Peer Victimization. Involvement, Affiliation and Help Perceived in School Centers as Protective Factors against Violent Behavior in Adolescent Couples," Sustainability, MDPI, vol. 12(11), pages 1-15, June.
    3. Martin Guhn & Kim Schonert-Reichl & Anne Gadermann & Shelley Hymel & Clyde Hertzman, 2013. "A Population Study of Victimization, Relationships, and Well-Being in Middle Childhood," Journal of Happiness Studies, Springer, vol. 14(5), pages 1529-1541, October.
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    1. Raúl Navarro & Elisa Larrañaga & Santiago Yubero & Beatriz Víllora, 2022. "Families, Parenting and Aggressive Preschoolers: A Scoping Review of Studies Examining Family Variables Related to Preschool Aggression," IJERPH, MDPI, vol. 19(23), pages 1-34, November.
    2. Ascensión Palomares-Ruiz & Ramón García-Perales & Antonio Cebrián-Martínez & María Inés Martín-García, 2021. "Bullying and Cyberbullying in Primary School: The Impact of Gender and Student Academic Performance," Sustainability, MDPI, vol. 13(13), pages 1-15, June.
    3. Marta de las Heras & Santiago Yubero & Raúl Navarro & Elisa Larrañaga, 2022. "The Relationship between Personal Variables and Perceived Appropriateness of Coping Strategies against Cybervictimisation among Pre-Service Teachers," Sustainability, MDPI, vol. 14(9), pages 1-22, May.
    4. Michelle F. Wright & Sebastian Wachs & Takuya Yanagida & Anna Ševčíková & Lenka Dědková & Fatih Bayraktar & Ikuko Aoyama & Shanmukh V. Kamble & Hana Macháčková & Zheng Li & Shruti Soudi & Li Lei & Cha, 2022. "Coping with Public and Private Face-to-Face and Cyber Victimization among Adolescents in Six Countries: Roles of Severity and Country," IJERPH, MDPI, vol. 19(21), pages 1-11, November.

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