The Interactive Effects of Coping Strategies and Emotion Dysregulation on Experiences of Peer Victimization During Middle Childhood

Abstract

Although a growing body of research suggests that the strategies youth use to cope with experiences of victimization may influence their risk for subsequent adjustment difficulties, it is not yet clear what responses lead to increases or decreases in peer victimization over time. Further, relatively little is currently known regarding individual differences in the effects of coping. The central aim of the current study was therefore to examine the interactive influence of six common coping strategies (i.e., adult support seeking, friend support seeking, problem solving, humor, passive coping, and cognitive distancing) and emotion (i.e., anger and sadness) dysregulation on concurrent levels and subsequent trajectories of peer victimization over a 2-year period during middle childhood with attention to potential gender differences. Participants were 287 predominantly Caucasian children (53.7% boys) in the second and third grades from an elementary school located in a small, rural Midwestern community in the United States. Coping strategies and emotion dysregulation were assessed at Time 1 using self-reports. Children also provided ratings of peer victimization at Time 1, approximately 1 year later (Time 2), and again approximately 2 years later (Time 3). Overall, results indicated that the effectiveness of particular coping strategies may depend on children’s overt, undercontrolled displays of anger and sadness; however, patterns of moderation varied according to discrete emotions, gender, and whether concurrent or prospective associations were considered. Consistent with recent recommendations, the current findings suggest that some youth may require interventions that focus on both enhancing emotion regulation skills and teaching strategies for responding to peer victimization in a more adaptive manner.