Graduate Studies

 

First Advisor

Susan M. Swearer

Degree Name

Doctor of Philosophy (Ph.D.)

Department

Educational Psychology

Date of this Version

5-2025

Document Type

Dissertation

Citation

A dissertation presented to the Graduate College of the University of Nebraska in partial fulfillment of requirements for the degree of Doctor of Philosophy

Major: Psychological Studies in Education (School Psychology)

Under the supervision of Susan M. Swearer

Lincoln, Nebraska, May 2025

Comments

Copyright 2025, Catherine Mae Carney. Used by permission

Abstract

The purpose of this dissertation study was to examine how perceptions of school climate and social acceptance influence the relationship between bullying victimization and anxious and depressive symptoms for youth with and without disabilities. Students with disabilities are at increased risk for involvement in the bullying dynamic, both by bullying others and by experiencing victimization. Victims of bullying are more likely to experience peer rejection and greater internalizing problems, including higher levels of anxious and depressive symptoms. Research suggests that school-wide efforts to reduce bullying may leave some youth vulnerable to worse psychosocial outcomes, which has been called, “the healthy context paradox” (Salmivalli, 2018). Evidence for this healthy context paradox suggests that negative psychosocial outcomes associated with bullying victimization may be exacerbated, rather than mitigated, in healthier social contexts. This phenomenon has been examined among school-aged youth; however, it has not been tested among students with disabilities. Moreover, mechanisms underlying this phenomenon are still unclear. Data for the current dissertation study were collected from a larger research study examining correlates of bullying among youth referred to a cognitive-behavioral intervention for bullying involvement. Multigroup path analyses were utilized to test individual-level processes aligned with the healthy context paradox by examining perceptions of school climate as a moderator and perceived social acceptance as a mediator in the relationship between bullying victimization and anxious and depressive symptoms for students with and without disabilities. Moderated mediation analyses demonstrated that bullying victimization was associated with higher anxious and depressive symptoms through lower levels of perceived social acceptance when perceptions of school climate were low, but not when perceptions of school climate were high. Findings were consistent for students with disabilities and students without disabilities, underscoring the protective role of school climate in mitigating negative outcomes for youth who experience bullying victimization.

Advisor: Susan M. Swearer

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