Co-Transitioning Peers Impact the Continuation of Victimization across the Transition from Primary to Secondary School
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| Title: | Co-Transitioning Peers Impact the Continuation of Victimization across the Transition from Primary to Secondary School |
|---|---|
| Language: | English |
| Authors: | J. Loes Pouwels (ORCID |
| Source: | Social Development. 2026 35(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Peer Relationship, Victims, Bullying, School Transition, Elementary School Students, Secondary School Students, Foreign Countries, Student Behavior, Friendship, Longitudinal Studies |
| Geographic Terms: | Netherlands |
| DOI: | 10.1111/sode.70047 |
| ISSN: | 0961-205X 1467-9507 |
| Abstract: | The present two-wave longitudinal study examined the stability of self- and peer-reported victimization across the transition from primary to secondary school and the role of children's peer group in this stability. A total of 193 students from 36 primary school classrooms in the Netherlands (60% boys; M[subscript age] T1 = 12.16 years) were followed as they transitioned into 37 secondary school classrooms. Their level of victimization before and after the transition was determined using self-reported questionnaires and peer nominations. We further determined whether any of their primary school classmates transitioned to the same classroom in secondary school, and if so, whether these co-transitioning peers were friends in primary school, as determined by peer nominations. Multilevel analyses revealed that self-reported victimization was stable if students co-transitioned to the secondary school classroom without peers, but not if they co-transitioned with peers, regardless of the friendship relation with them. In contrast, peer-reported victimization tended to be stable across all groups. However, it was more stable among students with co-transitioning non-friends than among those with a co-transitioning friend or without co-transitioning peers. Practical implications are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495776 |
| Database: | ERIC |
| Abstract: | The present two-wave longitudinal study examined the stability of self- and peer-reported victimization across the transition from primary to secondary school and the role of children's peer group in this stability. A total of 193 students from 36 primary school classrooms in the Netherlands (60% boys; M[subscript age] T1 = 12.16 years) were followed as they transitioned into 37 secondary school classrooms. Their level of victimization before and after the transition was determined using self-reported questionnaires and peer nominations. We further determined whether any of their primary school classmates transitioned to the same classroom in secondary school, and if so, whether these co-transitioning peers were friends in primary school, as determined by peer nominations. Multilevel analyses revealed that self-reported victimization was stable if students co-transitioned to the secondary school classroom without peers, but not if they co-transitioned with peers, regardless of the friendship relation with them. In contrast, peer-reported victimization tended to be stable across all groups. However, it was more stable among students with co-transitioning non-friends than among those with a co-transitioning friend or without co-transitioning peers. Practical implications are discussed. |
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| ISSN: | 0961-205X 1467-9507 |
| DOI: | 10.1111/sode.70047 |
