Abstracts
Résumé
L’intimidation subie est un phénomène fréquent dans les écoles primaires nord-américaines et est associée à plusieurs effets néfastes sur l’adaptation des élèves. Cette étude examine les liens de prédiction entre l’intimidation subie et les problèmes de comportement intériorisés et extériorisés chez les élèves du primaire de milieux défavorisés. Elle examine également l’effet modérateur de la participation à des activités de loisir organisées sur ces liens. Pour ce faire, 394 élèves (Mage = 7.84; 51 % filles) ont été suivis à deux temps de mesure à une année d’intervalle. Les variables à l’étude ont été mesurées à l’aide de questionnaires complétés par le parent principal de l’enfant et les enseignants. Après avoir contrôlé pour l’adaptation antérieure des participants et le revenu familial, les résultats montrent que l’intimidation subie prédit une augmentation des problèmes intériorisés et extériorisés un an plus tard. De plus, l’intimidation subie prédit une augmentation des problèmes intériorisés seulement chez les élèves qui ne participent pas à des activités de loisirs organisées. Cette étude contribue à l’avancement des connaissances notamment en considérant un échantillon d’élèves à risque et en examinant l’effet modérateur de la participation à des activités de loisir organisées. Elle souligne également l’importance de sensibiliser les milieux scolaires à l’impact potentiellement positif de la participation à ce type d’activités chez les élèves victimes d’intimidation.
Mots-clés :
- intimidation,
- victimisation,
- problèmes de comportement extériorisés et intériorisés,
- école primaire,
- activités de loisir organisées
Abstract
The experience of peer victimization is common in North American elementary schools and is associated with several adverse effects on children’ adjustment. The goal of this study was to examine the predictive associations between victimization and internalized and externalized behaviors among elementary school children from disadvantaged neighborhoods. The moderating effect of participation in organized activities on these associations was also examined. The sample consisted of 394 children (Mage = 7.84; 51 % girls) assessed at two time points at a one-year interval. The study variables were measured using questionnaires completed by the child’s primary caregiver and by teachers. After controlling for students’ prior behaviors and family income, results revealed that peer victimization predicted an increase in both internalized and externalized behaviors one year later. In addition, victimization predicted an increase in internalized behaviors only among children who were not participating in organized activities. This study adds to previous research by considering at-risk children and the moderating role of activity participation. Results also underline the importance of educating the school personnel about the potential positive impact of participation in organized activities for youths who are victimized by their peers.
Keywords:
- bullying,
- victimization,
- externalizing and internalizing behaviors,
- elementary school,
- organized activities
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Appendices
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