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<p>Identification of subgroups of youth who differ in their involvement in peer aggression and victimization has received considerable attention in the literature. Most prior studies have identified subgroups based on self- or peer reports, used cutoff scores rather than empirical approaches, and focused on elementary school students despite evidence that involvement in aggression and victimization peaks in middle school. This study addressed these gaps by using latent class analysis (LCA) to identify subgroups of middle school students who differed in their involvement in aggression AND victimization based on teacher reports, and examining consistency between teacher-reported and student self-report subgroups. Participants were 2,653 students and 230 teachers from an urban school district in the USA who participated in a project evaluating a bullying prevention program. LCA identified five subgroups based on teacher reports: <i>aggressive-victims</i> (18.0%), <i>overt aggressive-victims</i> (10.7%), <i>overt aggressors</i> (15.9%), <i>verbal victims</i> (14.3%), and youth with <i>limited involvement</i> (41.2%). Measurement invariance testing found differential item functioning (DIF) by sex and grade. Analyses that accounted for DIF revealed that male students were more likely to be <i>overt aggressive-victims</i> compared to female students. In contrast, LCA of student self-report identified four classes: <i>overt aggressors</i> (28.4%), <i>predominantly victimized</i> (12.4%), <i>aggressive-victims</i> (12.9%), and <i>limited involvement</i> (46.3%). There was moderate agreement between teacher and self-report for subgroups reflecting limited involvement and involvement as an aggressor, but far less agreement for subgroups reflecting involvement as a victim. Findings have implications for using teacher reports to identify and intervene with youth involved in peer victimization.</p>

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Patterns of Middle School Students’ Involvement in Peer Aggression and Victimization: Differences Across Teacher and Student Reports

  • 期刊论文

  • 发表日期：

    2025年7月18日

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  • Amie F. Bettencourt,
  • Courtney B. Dunn,
  • Kelly E. O’Connor,
  • Rashelle J. Musci,
  • Albert D. Farrell

摘要

Identification of subgroups of youth who differ in their involvement in peer aggression and victimization has received considerable attention in the literature. Most prior studies have identified subgroups based on self- or peer reports, used cutoff scores rather than empirical approaches, and focused on elementary school students despite evidence that involvement in aggression and victimization peaks in middle school. This study addressed these gaps by using latent class analysis (LCA) to identify subgroups of middle school students who differed in their involvement in aggression AND victimization based on teacher reports, and examining consistency between teacher-reported and student self-report subgroups. Participants were 2,653 students and 230 teachers from an urban school district in the USA who participated in a project evaluating a bullying prevention program. LCA identified five subgroups based on teacher reports: aggressive-victims (18.0%), overt aggressive-victims (10.7%), overt aggressors (15.9%), verbal victims (14.3%), and youth with limited involvement (41.2%). Measurement invariance testing found differential item functioning (DIF) by sex and grade. Analyses that accounted for DIF revealed that male students were more likely to be overt aggressive-victims compared to female students. In contrast, LCA of student self-report identified four classes: overt aggressors (28.4%), predominantly victimized (12.4%), aggressive-victims (12.9%), and limited involvement (46.3%). There was moderate agreement between teacher and self-report for subgroups reflecting limited involvement and involvement as an aggressor, but far less agreement for subgroups reflecting involvement as a victim. Findings have implications for using teacher reports to identify and intervene with youth involved in peer victimization.