The impact of children's gender and victimization history on self-cognition and perceived meanness

Abstract

This study examined gender differences in self-cognitions and perceived meanness following exposure to audio recordings of peer victimization. A second goal of the study was to examine the interaction between victimization experiences and gender on perceived meanness and resultant self-cognitions after listening to peer victimization scenarios ranging from mild to severe victimization. A total of 571 third through sixth graders participated in this cross-sectional study. Results revealed: (a) main effect for victimization, peer victimization experiences are associated with greater negative self-cognitions after listening to the peer victimization scenarios and greater perceived meanness of the scenarios (b) girls have greater negative cognitions after listening to the scenarios and think the scenarios are meaner than do boys and (c) there is no interaction between victimization and gender on perceived meanness and negative self-cognitions. Implications and future research are discussed.