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The healthy context paradox indicates that in "healthy" contexts, with lower bullying or victimization norms, victimization experiences would unexpectedly exacerbate adolescents' adjustment difficulties, yet the underlying mechanisms remain unclear, particularly from the clique perspective. The current 2-year longitudinal multilevel study attempts to examine the conditional effects of both clique structure (i.e., status hierarchy) and clique norms (i.e., aggression norms) on the relationship between individual victimization and aggressive behavior. The sample consisted of 691 Chinese junior high school students (Mage = 12.74, SD = 0.43; 55.6% boys), who were identified to belong to 153 cliques with sizes varying from 3 to 12 students (Msize = 5.08, SD = 1.89), according to the social cognitive map. Participants completed peer-nominated measures at two time points, two years apart. The multilevel models revealed that it was in less hierarchical cliques with lower aggression that victimized adolescents would exhibit more relational forms of aggression (rather than overt forms) two years later. More intriguingly, contrary results were found in all-girls cliques and all-boys cliques. Specifically, victimized girls' overt and relational aggression was higher in cliques with less hierarchy and lower aggression, whereas, in cliques with more hierarchy and higher aggression, victimized boys' relational aggression was higher, which conforms to the healthy context paradox and the peer contagion hypothesis, respectively. These findings highlight that egalitarian cliques with low aggression would promote aggressive behavior of victimized adolescents, especially for girls rather than for boys, which in turn has crucial implications for anti-bullying interventions. [ABSTRACT FROM AUTHOR]

Although research has documented the adverse effect of peer victimization on academic achievement, little is known about the underlying mechanism. This three-wave longitudinal study attempts to examine whether school burnout would explain the influence of peer victimization on academic achievement and whether this undesirable effect would be conditional on parental warmth using a sample of 706 Chinese adolescents (54.77% boys; M age = 12.72 years, SD = 0.40 at baseline). Both self-reported and peer-nominated victimization, school burnout, and parental warmth were assessed at baseline, and school burnout was measured 1 year later. Their academic achievement was collected from school records at baseline and 2 years later. The results revealed that self-reported (rather than peer-nominated) victimization at baseline impaired students' academic achievement 2 years later through increasing their school burnout. Interestingly, higher parental warmth aggravated, rather than alleviated this indirect effect. These findings support the Reverse Stress-Buffering Model and the Ecological Systems Theory highlighting the importance of considering multiple interpersonal relationships simultaneously to heighten adolescent academic performance. [ABSTRACT FROM AUTHOR]

The current three-wave longitudinal study investigated whether peer victimization would activate adolescents' rumination and rejection sensitivity, and therefore exacerbate subsequent loneliness. Surveys were administered to adolescents across three measurements, one year apart. Eight hundred and fifty-seven Chinese adolescents (56.62% males; Mage = 14.73, SD = 0.43) completed self-reported and peer-nominated measures of victimization, rumination, rejection sensitivity and loneliness. Results revealed that self-reported, but not peer-nominated victimization at baseline directly predicted adolescent loneliness one year later. Moreover, both rumination and rejection sensitivity exerted mediating effects on the relationship between self-reported victimization and loneliness. Additionally, this parallel mediation model was robust across gender. These findings suggest that self-perceived peer victimization would increase Chinese adolescents' loneliness since they employ rumination and rejection sensitivity to cope with peer victimization. [ABSTRACT FROM AUTHOR]

This longitudinal cross-lagged research attempts to examine the directions of relations between Internet addiction and both internalizing and externalizing problems, with attention to the potential moderating effects of peer relationships and gender. 897 Chinese junior middle school students (56.97% boys, M age = 12.73 years, SD = 0.42) completed self-reported Internet addiction, depressive symptoms, and peer-nominated aggressive behavior at two time points, one year apart, as well as self-reported friend support/conflict and positive/delinquent peers at baseline. Cross-lagged panel analyses revealed that adolescents' Internet addiction would elevate both depressive symptoms and aggressive behavior over time, rather than vice versa. Furthermore, friend conflict (rather than support) moderated these unidirectional relationships that when individuals perceived lower friend conflict, these links were no longer significant. Moreover, similar results were found for adolescents who possessed more positive peers or fewer delinquent peers. In addition, gender differences were found that addicted boys were more vulnerable to aggressive behavior, while addicted girls were more vulnerable to depressive symptoms. These findings suggest that establishing and maintaining good peer social networks would help adolescents keep away from the harmful impacts of Internet overuse on maladjustment. • Adolescents' Internet addiction would elevate both depressive symptoms and aggressive behavior over time, but not vice versa. • Peer relationships played salutary roles in the effects of Internet addiction on internalizing and externalizing problems. • Higher friend conflict would make addicted adolescents more vulnerable to internalizing and externalizing problems. • Affiliation with more positive peers or less delinquent peers protected addicted adolescents from aggressive behavior. • Due to overindulge in the Internet, boys were prone to aggression, whereas girls were prone to depression. [ABSTRACT FROM AUTHOR]