{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,30]],"date-time":"2026-09-30T11:47:02Z","timestamp":1790768822007,"version":"4.1.0"},"reference-count":51,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2012,10,11]],"date-time":"2012-10-11T00:00:00Z","timestamp":1349913600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Child Psychology Psychiatry"],"published-print":{"date-parts":[[2013,1]]},"abstract":"<jats:p>\n                    <jats:bold>Background:\u2002<\/jats:bold>\n                    Evidence indicates that being a victim of bullying or peer aggression has negative short\u2010 and long\u2010term consequences. In this study, we investigated the mediating and moderating role of two types of attributional mechanisms (hostile and self\u2010blaming attributions) on children\u2019s maladjustment (externalizing and internalizing problems).\n                  <\/jats:p>\n                  <jats:p>\n                    <jats:bold>Methods:\u2002<\/jats:bold>\n                    In total, 478 children participated in this longitudinal study from grade 5 to grade 7. Children, parents, and teachers repeatedly completed questionnaires. Peer victimization was assessed through peer reports (T1). Attributions were assessed through self\u2010reports using hypothetical scenarios (T2). Parents and teachers reported on children\u2019s maladjustment (T1 and T3).\n                  <\/jats:p>\n                  <jats:p>\n                    <jats:bold>Results:\u2002<\/jats:bold>\n                    Peer victimization predicted increases in externalizing and internalizing problems. Hostile attributions partially mediated the impact of victimization on increases in externalizing problems. Self\u2010blame was not associated with peer victimization. However, for children with higher levels of self\u2010blaming attributions, peer victimization was linked more strongly with increases in internalizing problems.\n                  <\/jats:p>\n                  <jats:p>\n                    <jats:bold>Conclusions:\u2002<\/jats:bold>\n                    Results imply that hostile attributions may operate as a potential mechanism through which negative experiences with peers lead to increases in children\u2019s aggressive and delinquent behavior, whereas self\u2010blame exacerbates victimization\u2019s effects on internalizing problems.\n                  <\/jats:p>","DOI":"10.1111\/j.1469-7610.2012.02618.x","type":"journal-article","created":{"date-parts":[[2012,10,11]],"date-time":"2012-10-11T11:09:41Z","timestamp":1349953781000},"page":"46-55","source":"Crossref","is-referenced-by-count":131,"title":["The impact of peer victimization on later maladjustment: mediating and moderating effects of hostile and self\u2010blaming attributions"],"prefix":"10.1111","volume":"54","author":[{"given":"Sonja","family":"Perren","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Idean","family":"Ettekal","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Gary","family":"Ladd","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2012,10,11]]},"reference":[{"key":"e_1_2_11_2_1","first-page":"268","volume-title":"Handbook of depression","author":"Abramson L.Y.","year":"2002"},{"key":"e_1_2_11_3_1","doi-asserted-by":"publisher","DOI":"10.1037\/0033-2909.84.5.838"},{"key":"e_1_2_11_4_1","volume-title":"Integrative guide for the 1991 CBCL\/4\u201018, YSR, and TRF profiles","author":"Achenbach T.M.","year":"1991"},{"key":"e_1_2_11_5_1","volume-title":"Multiple regression: Testing and interpreting interactions","author":"Aiken L.S.","year":"1991"},{"key":"e_1_2_11_6_1","unstructured":"Alsaker F.D.(2011).Lessons Learned from Research in Kindergarten. 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