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Peer learning can modify the reciprocal relationship between peer support and victimization in middle school
Sabina Low1, Mark J Van Ryzin2, Cary J Roseth3
1T Denny Sanford School of Social and Family Dynamics, Arizona State University, Arizona, Phoenix, USA.
Journal of Adolescence
|December 22, 2022
Summary
Peer victimization and support have a reciprocal relationship, creating a cycle that impacts youth mental health. Cooperative Learning (CL) can interrupt this cycle, improving peer support and mental well-being.
Area of Science:
- Psychology
- Education
- Public Health
Background:
- Peer victimization and support are reciprocally related, potentially creating a negative cycle impacting youth mental health.
- Unchecked, this cycle can lead to progressive mental health problems in adolescents.
Purpose of the Study:
- To investigate the reciprocal relationship between peer victimization and support.
- To examine the effectiveness of Cooperative Learning (CL) in reversing negative peer dynamics and improving youth mental health.
Main Methods:
- A randomized trial involving 1890 middle school students (7th grade) across 15 US schools.
- Structural Equation Modeling (SEM) was used to analyze data collected over four waves.
Main Results:
- A reciprocal relationship between peer support and victimization was confirmed, indicating a potential "vicious cycle."
- Students in CL intervention schools reported higher peer support and lower victimization.
- Cooperative Learning demonstrated direct positive effects on student mental health.
Conclusions:
- Low peer support can initiate and result from victimization, perpetuating a cycle detrimental to mental health.
- Cooperative Learning effectively reverses this negative cycle and positively impacts youth mental health.
- CL serves as a valuable universal mental health prevention program, avoiding the stigma associated with targeted interventions.
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