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To better address the many consequences of peer victimization, research must identify not only aspects of individuals that put them at risk for victimization, such as aggression, but also aspects of the context that influence the extent of that risk. To this end, this study examined the contextual influences of gender, same-sex peer group norms of physical and relational aggression, and nationality on the associations of physical and relational aggression with peer victimization in early adolescents from Canada, China, Brazil, and Colombia (N = 865; M[subscript age] = 11.01, SD = 1.24; 55% boys). Structural equation modeling was used to test for measurement invariance of the latent constructs. Multilevel modeling revealed that both forms of aggression were positive predictors of peer victimization, but physical aggression was a stronger predictor for girls than boys. Cross-national differences emerged in levels of peer victimization, such that levels were highest in Brazil and lowest in Colombia. Cross-national differences were also evidenced in the relationship between relational aggression and victimization: the relationship was positive in China, Brazil, and Canada (listed in descending order of magnitude), but negative in Colombia. Above and beyond the cross-national differences, physical aggression was a stronger predictor of victimization in peer groups low in physical aggression, and relational aggression was a stronger predictor in peer groups low in relational aggression. Ultimately, this research is intended to contribute to a better theoretical understanding of risk factors for peer victimization and the development of more effective and culturally-appropriate prevention and intervention efforts.

Previous studies have demonstrated that several contextual factors influence the relationship between aggression and peer victimization in early adolescence, including gender of the same-sex peer group and gender composition of the school. The current study replicated and expanded on this research by examining the moderating influences of gender of the same-sex peer group, same-sex peer group norms, and classroom gender composition in a sample of early adolescents from Barranquilla, Colombia. Multilevel modeling analyses indicated that both relational and physical aggression were positive predictors of peer victimization. Relationally aggressive girls were at a lower risk for victimization while physically aggressive girls were at a higher risk. Relational aggression was a weaker predictor in classes with a larger proportion of girls. Additionally, relational aggression was a weaker predictor in same-sex peer groups with a greater prevalence of relational aggression. These findings provide further evidence of multiple forms of contextual influence on social behavior. Practical implications for these findings are also provided.

The main purpose of the study was to examine the moderating role of the insecure mother-child attachment in the relations between social withdraw and peer difficulties. Participants were 487 urban children (247 boys, 240 girls) in elementary schools in Shanghai, the People's Republic of China. Data on attachment-relevant coping styles in insecure relationships with mother were collected from children's self-reports. Information concerning social withdrawal (i.e., shyness and unsociability) and peer difficulties (i.e., peer victimization and rejection) was obtained from peer nomination. Among the results, both shyness and unsociability were positively related to peer victimization and rejection. However, several interaction effects were also observed. Both avoidant and ambivalent attachment served an exacerbating role for peer difficulties for shy and unsociable children, with these patterns differing by gender. Implications for the contributions of attachment to socially withdrawn children's peer adjustment are discussed.

Systematic, mandated facilitation of school transitions is an important but understudied aspect of the Reggio-Emilia approach to early childhood education admired internationally as best practice. We studied the links between Northern Italian transition practices and academic achievement, school liking, cooperativeness, and problem behaviors. We followed 288 students across a transition from preschool to elementary school. Schools varied in their implementation of transition practices. High implementation of Reggio-type transition practices was related to significantly more school liking and significantly fewer problem behaviors after the transition. At follow-up at the end of the post-transition year, high-implementation schools were still characterized by lower levels of problem behavior. These data indicate that the facilitation of school transitions in the Reggio-Emilia tradition is associated with successful post-transition adjustment.

Multilevel modeling was used to examine contextual variations in the structure of the "self" in a sample of 918 lower- and upper-middle class early adolescents (M age = 10.37 years, SD = 1.19) from a "majority" cultural context (i.e., Barranquilla in the Caribbean region of Colombia) and a "nonmajority" context (i.e., Montreal, Quebec, Canada). It was expected that the associations between measures of the self-concept (i.e., indices of self-perceived competence) and a measure of general self-worth would differ in majority and nonmajority contexts and would vary as a function of socioeconomic status, the relative emphasis placed on individualism and collectivism and gender. Findings indicate that contextual factors moderated the extent to which self-worth is associated with components of early adolescents' self-concept. (Contains 1 table and 3 figures.)

The goal of the current study was to examine how the presence of a best friend might serve as protection against the effect of negative experiences on global self-worth and the hypothalamic-pituitary-adrenocortical axis (HPA axis). A total of 103 English-speaking male (n = 55) and female (n = 48) participants from Grade 5 (M = 10.27 years) and Grade 6 (M = 11.30 years) completed booklets about their experiences that occurred 20 min previously and how they felt about themselves at the moment, and they provided saliva multiple times per day over the course of 4 consecutive days. Having a best friend present during an experience significantly buffered the effect of the negativity of the experience on cortisol and global self-worth. When a best friend was not present, there was a significant increase in cortisol and a significant decrease in global self-worth as the negativity of the experience increased. When a best friend was present, there was less change in cortisol and global self-worth due to the negativity of the experience. (Contains 1 table and 2 figures.)