Amy Bellmore
Biographic Data
| ID | 132980 |
|---|---|
| NAME | Amy Bellmore |
| GIVEN NAMES | Amy |
| FAMILY NAME | Bellmore |
| SIGNATURE | BELLMORE A |
| AFFILIATIONS | University of Wisconsin–Madison |
| ORCID | 0000-0002-2562-400X |
| VERIFIED | Yes |
| TOTAL WORKS | 30 |
| TOTAL CITATIONS | 234 |
| AUTHOR COUNT | 30 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 8 |
Interethnic Climate and Psychological Adjustment in High School: The Role of School Belonging and Ethnic Identity
Adolescent perceptions of the ethnic composition of their friendship group and school
Diverse schools can provide opportunities for adolescents to interact with peers from diverse backgrounds. However, these opportunities do not automatically guarantee that adolescents will realize the benefits of diversity, particularly if they don't lead to meaningful relationships like friendships. The current study thus examined school interethnic climate as a factor that may promote friendship group inclusivity . With more than 500 tenth grad…
Elucidating College Students' Cyberstalking Victimization Experiences
Given that college students are high users of social media, an exploration of their experiences with cyberstalking victimization on social media is imperative. In this cross-sectional online survey study, 200 college student participants at a large state university (Mage = 19.93, SD = 1.72) were recruited. The online survey asked participants to self-identify as targets of cyberstalking; those who identified themselves as having had an experience…
Connecting Feelings of School Belonging to High School Students' Friendship Quality Profiles
Utilizing a person-centered approach, the present study explored 614 adolescents' reports of self-disclosure, help, conflict, and conflict resolution with a close friend to investigate variability in profiles of friendship quality, whether gender and gender homophily and ethnicity homophily of friends are associated with profile membership, and how the profiles relate to feelings of school belonging. A latent profile analysis revealed three profi…
The Practicalities and Perils of Ambulatory Assessment's Promise: Introduction to a Special Section
Ambulatory assessment (AA) offers one of the most exciting approaches for opening the dynamic "black box" of adolescents' daily lives. In this introduction, we spotlight AA's surprisingly restricted market share within adolescent scholarship. We describe thorny challenges these intense methods can pose when conducting adolescent research "in situ" and underscore that capturing quality AA data means placing adolescents' developmental stage at the …
Connecting Online and Offline Social Skills to Adolescents’ Peer Victimization and Psychological Adjustment
Early Adolescents’ Peer Experiences with Ethnic Diversity in Middle School: Implications for Academic Outcomes
Mismatches in Self-Reported and Meta-Perceived Ethnic Identification across the High School Years
Early Adolescents’ Responses Upon Witnessing Peer Victimization: A Cross-Culture Comparison Between Students in Taiwan and the United States
To examine cross-cultural differences in behavior upon witnessing peer victimization and the reasons behind the behavior, this study evaluated the responses of early adolescents from both the United States and Taiwan. Two questions were addressed: (1) Do adolescents in Taiwan and in the United States differ in their willingness to help peer victims, and/or in the endorsement of specific help and non-help behaviors when assessed with a vignette? A…
Connection or Independence: Cross-Cultural Comparisons of Adolescents’ Coping With Peer Victimization Using Mixed Methods
This study investigates differences and similarities in coping responses to peer victimization and the way culture is reflected in the social cognitions adolescents used in choosing their coping responses through a mixed-method design with 731 Taiwanese and 470 U.S. adolescents. Adolescents provided coping responses to peer victimization via both hypothetical situations and within structured open-ended questions. Two culturally distinctive psycho…
Nice Guys and Gals Finish Last? Not in Early Adolescence When Empathic, Accepted, and Popular Peers are Desirable
College students' behavioral reactions upon witnessing relational peer aggression
With a sample of 228 college students (82.5% females) from the Midwestern United States, individual factors that contribute to emerging adults' behavioral responses when witnessing relational aggression among their peers were explored. The experience of witnessing relational aggression was found to be systematically associated with college students' behavioral responses to relational aggression through two social cognitive processes: normative be…
The Reasons Behind Early Adolescents’ Responses to Peer Victimization
Relational peer victimization and psychosocial adjustment: The mediating role of best friendship qualities
With a sample of 414 tenth‐grade students (53% girls) from the Northeastern United States, the unique mediating roles that different dimensions of best friendship quality play in linking relational victimization and psychosocial maladjustment were examined. For both boys and girls, relational victimization was found to predict higher levels of internalizing behaviors directly and through partial mediation by greater conflict and weaker feelings o…
Staying Cool Across the First Year of Middle School
As students transition into middle school they must successfully negotiate a new, larger peer context to attain or maintain high social standing. The goal of this study was to examine the extent to which the maintenance, attainment, and loss of a cool status over the course of the sixth grade is associated with student and classroom levels of physical, verbal, and relational aggression. To address this goal, we studied a sample of 1985 (55% girls…
School Context Protective Factors Against Peer Ethnic Discrimination Across the High School Years
Ethnically diverse high school contexts present unique social opportunities for youth to form interethnic relationships, but they may also subject students to certain social challenges such as peer ethnic discrimination. With a sample of 1,072 high school students (55% girls; 54% Latino, 20% African American, 14% Asian, 12% White) attending 84 high schools, school context factors that protect students' exposure to peer ethnic discrimination acros…
Utilizing Peer Nominations in Middle School: A Longitudinal Comparison Between Complete Classroom-Based and Random List Methods
Although peer nominations provide invaluable data on social status and reputations of classmates, the large size and organizational structure of secondary schools pose a practical challenge to utilizing nomination methods. Particularly problematic is determining the appropriate reference group when students are no longer in self-contained classrooms. In the current study, we compared a random list method as an alternative to complete classroom-ba…
Longitudinal consistency of adolescent ethnic identification across varying school ethnic contexts
The present study examined consistency and inconsistency in adolescents' ethnic identification (i.e., self-reported ethnicity) across the 6 middle-school semesters. The sample (N = 1,589, of whom 46% were boys and 54% were girls) included African American, Asian/Pacific Islander, Caucasian/White, Latino/Latina, Mexican/Mexican American, and multiethnic students. Latent class analyses yielded 3 key patterns in ethnic identification across the midd…
When Might Peer Aggression, Victimization, and Conflict Have Its Largest Impact? Microcontextual Considerations
Peer aggression, victimization, and conflict are common occurrences during early adolescence. In the collection of articles in this special issue, several themes emerged, including the use of social psychological theory, individual difference variables, and social context. This article briefly reviews these articles and presents original data that examine microcontextual characteristics (i.e., context of specific events) of sixth and ninth grader…
It Must Be Me”: Ethnic Diversity and Attributions for Peer Victimization in Middle School
This study examined the mediating role of self-blaming attributions on peer victimization-maladjustment relations in middle school and the moderating role of classroom ethnic diversity. Latino and African American 6th grade participants (N = 1105, 56% female) were recruited from middle schools in which they were either members of the numerical majority ethnic group, the numerical minority, or one of several ethnic groups in ethnically diverse sch…
Subtypes, Severity, and Structural Stability of Peer Victimization: What Does Latent Class Analysis Say?
This study uses latent class analysis (LCA) to empirically identify victimization groups during middle school. Approximately 2,000 urban, public middle school students (mean age in sixth grade = 11.57) reported on their peer victimization during the Fall and Spring semesters of their sixth, seventh, and eighth grades. Independent LCA analyses at each semester yielded 3 victim classes based on victimization degree rather than type (e.g., physical …
The Influence of Classroom Ethnic Composition on Same‐ and Other‐ethnicity Peer Nominations in Middle School
The study of peer group status typically involves examination of peer nominations received. In this study, the focus was on nominations given and received. We examined the degree to which middle school students from different ethnic groups demonstrate same‐ethnicity preferences in their peer nominations, the effects of the classroom ethnic composition on these preferences, and the association between same‐ethnicity preferences and social standing…
Predicting Changes in Adjustment Using Repeated Measures of Sociometric Status
The authors' goals in the study were to investigate the possible gains made by including multiple assessments of status in the prediction of change in psychosocial adjustment and to compare the effectiveness of continuous and categorical measures of peer status in predicting adjustment. The authors obtained continuous and categorical measures of status (social preference and rejected status) for 644 Grade 4 students at 3 points within 1 school ye…
Peer Victimization and Mental Health During Early Adolescence
In this article, the authors describe recent research on peer victimization and its mental health consequences during early adolescence. They begin with a working definition of peer victimization that distinguishes it from lethal school violence and from simple conflict between peers. They then present a psychosocial profile of youth who are chronic victims of harassment, with a particular focus on their mental health challenges. To aid the under…
Peer Victimization, Aggression, and Their Co-Occurrence in Middle School: Pathways to Adjustment Problems
Beyond the Individual: The Impact of Ethnic Context and Classroom Behavioral Norms on Victims' Adjustment
With a sample of 1,630 sixth-grade students from 77 classrooms, the authors used hierarchical linear modeling to examine how ethnicity within context and classroom social disorder influenced the association between peer victimization and social-psychological adjustment (loneliness and social anxiety). Victimized students in classrooms where many classmates shared their ethnicity reported feeling the most loneliness and social anxiety. Additionall…
School Context Protective Factors Against Peer Ethnic Discrimination Across the High School Years
Ethnically diverse high school contexts present unique social opportunities for youth to form interethnic relationships, but they may also subject students to certain social challenges such as peer ethnic discrimination. With a sample of 1,072 high school students (55% girls; 54% Latino, 20% African American, 14% Asian, 12% White) attending 84 high schools, school context factors that protect students' exposure to peer ethnic discrimination acros…
Longitudinal consistency of adolescent ethnic identification across varying school ethnic contexts
The present study examined consistency and inconsistency in adolescents' ethnic identification (i.e., self-reported ethnicity) across the 6 middle-school semesters. The sample (N = 1,589, of whom 46% were boys and 54% were girls) included African American, Asian/Pacific Islander, Caucasian/White, Latino/Latina, Mexican/Mexican American, and multiethnic students. Latent class analyses yielded 3 key patterns in ethnic identification across the midd…
It Must Be Me”: Ethnic Diversity and Attributions for Peer Victimization in Middle School
This study examined the mediating role of self-blaming attributions on peer victimization-maladjustment relations in middle school and the moderating role of classroom ethnic diversity. Latino and African American 6th grade participants (N = 1105, 56% female) were recruited from middle schools in which they were either members of the numerical majority ethnic group, the numerical minority, or one of several ethnic groups in ethnically diverse sch…
Peer Victimization and Mental Health During Early Adolescence
In this article, the authors describe recent research on peer victimization and its mental health consequences during early adolescence. They begin with a working definition of peer victimization that distinguishes it from lethal school violence and from simple conflict between peers. They then present a psychosocial profile of youth who are chronic victims of harassment, with a particular focus on their mental health challenges. To aid the under…
The Influence of Classroom Ethnic Composition on Same‐ and Other‐ethnicity Peer Nominations in Middle School
The study of peer group status typically involves examination of peer nominations received. In this study, the focus was on nominations given and received. We examined the degree to which middle school students from different ethnic groups demonstrate same‐ethnicity preferences in their peer nominations, the effects of the classroom ethnic composition on these preferences, and the association between same‐ethnicity preferences and social standing…
When Might Peer Aggression, Victimization, and Conflict Have Its Largest Impact? Microcontextual Considerations
Peer aggression, victimization, and conflict are common occurrences during early adolescence. In the collection of articles in this special issue, several themes emerged, including the use of social psychological theory, individual difference variables, and social context. This article briefly reviews these articles and presents original data that examine microcontextual characteristics (i.e., context of specific events) of sixth and ninth grader…
Mismatches in Self-Reported and Meta-Perceived Ethnic Identification across the High School Years
Utilizing Peer Nominations in Middle School: A Longitudinal Comparison Between Complete Classroom-Based and Random List Methods
Although peer nominations provide invaluable data on social status and reputations of classmates, the large size and organizational structure of secondary schools pose a practical challenge to utilizing nomination methods. Particularly problematic is determining the appropriate reference group when students are no longer in self-contained classrooms. In the current study, we compared a random list method as an alternative to complete classroom-ba…
Body Dissatisfaction and Physical Development Among Ethnic Minority Adolescents
Staying Cool Across the First Year of Middle School
As students transition into middle school they must successfully negotiate a new, larger peer context to attain or maintain high social standing. The goal of this study was to examine the extent to which the maintenance, attainment, and loss of a cool status over the course of the sixth grade is associated with student and classroom levels of physical, verbal, and relational aggression. To address this goal, we studied a sample of 1985 (55% girls…
From beliefs to behavior: The mediating role of hostile response selection in predicting aggression
This study evaluated the complementary roles that aggressive normative beliefs and hostile response selections play in predicting adolescents' aggressive behavior. Self-, peer-, and teacher-reported data were collected from 2003 young adolescents from a variety of ethnic backgrounds (Black, Latino, Asian, White) during the fall of their sixth grade year to test the hypothesis that adolescents' hostile response selections mediate the association b…
The Practicalities and Perils of Ambulatory Assessment's Promise: Introduction to a Special Section
Ambulatory assessment (AA) offers one of the most exciting approaches for opening the dynamic "black box" of adolescents' daily lives. In this introduction, we spotlight AA's surprisingly restricted market share within adolescent scholarship. We describe thorny challenges these intense methods can pose when conducting adolescent research "in situ" and underscore that capturing quality AA data means placing adolescents' developmental stage at the …
Nice Guys and Gals Finish Last? Not in Early Adolescence When Empathic, Accepted, and Popular Peers are Desirable
Connecting Feelings of School Belonging to High School Students' Friendship Quality Profiles
Utilizing a person-centered approach, the present study explored 614 adolescents' reports of self-disclosure, help, conflict, and conflict resolution with a close friend to investigate variability in profiles of friendship quality, whether gender and gender homophily and ethnicity homophily of friends are associated with profile membership, and how the profiles relate to feelings of school belonging. A latent profile analysis revealed three profi…
Connecting Online and Offline Social Skills to Adolescents’ Peer Victimization and Psychological Adjustment
Adolescent perceptions of the ethnic composition of their friendship group and school
Diverse schools can provide opportunities for adolescents to interact with peers from diverse backgrounds. However, these opportunities do not automatically guarantee that adolescents will realize the benefits of diversity, particularly if they don't lead to meaningful relationships like friendships. The current study thus examined school interethnic climate as a factor that may promote friendship group inclusivity . With more than 500 tenth grad…
Early Adolescents’ Peer Experiences with Ethnic Diversity in Middle School: Implications for Academic Outcomes
The Reasons Behind Early Adolescents’ Responses to Peer Victimization
Predicting Changes in Adjustment Using Repeated Measures of Sociometric Status
The authors' goals in the study were to investigate the possible gains made by including multiple assessments of status in the prediction of change in psychosocial adjustment and to compare the effectiveness of continuous and categorical measures of peer status in predicting adjustment. The authors obtained continuous and categorical measures of status (social preference and rejected status) for 644 Grade 4 students at 3 points within 1 school ye…
Children's meta‐perceptions and meta‐accuracy of acceptance and rejection by same‐sex and other‐sex peers
The goals of this study were to examine children's meta‐perceptions and meta‐accuracy of acceptance and rejection in the peer group, the degree to which these perceptions vary by perceiver sex and sex of the reference group, and the association between these perceptions and children's actual functioning in the peer group. Participants were 644 fourth‐grade children. Meta‐perceptions and meta‐accuracy were derived from sociometric nominations of a…
Beyond the Individual: The Impact of Ethnic Context and Classroom Behavioral Norms on Victims' Adjustment
With a sample of 1,630 sixth-grade students from 77 classrooms, the authors used hierarchical linear modeling to examine how ethnicity within context and classroom social disorder influenced the association between peer victimization and social-psychological adjustment (loneliness and social anxiety). Victimized students in classrooms where many classmates shared their ethnicity reported feeling the most loneliness and social anxiety. Additionall…
From beliefs to behavior: The mediating role of hostile response selection in predicting aggression
This study evaluated the complementary roles that aggressive normative beliefs and hostile response selections play in predicting adolescents' aggressive behavior. Self-, peer-, and teacher-reported data were collected from 2003 young adolescents from a variety of ethnic backgrounds (Black, Latino, Asian, White) during the fall of their sixth grade year to test the hypothesis that adolescents' hostile response selections mediate the association b…
Peer Victimization, Aggression, and Their Co-Occurrence in Middle School: Pathways to Adjustment Problems
Reciprocal influences of victimization, perceived social preference, and self-concept in adolescence
n Contains fulltext :\n 56605.pdf (Publisher’s version ) (Open Access)\n
Body Dissatisfaction and Physical Development Among Ethnic Minority Adolescents
Subtypes, Severity, and Structural Stability of Peer Victimization: What Does Latent Class Analysis Say?
This study uses latent class analysis (LCA) to empirically identify victimization groups during middle school. Approximately 2,000 urban, public middle school students (mean age in sixth grade = 11.57) reported on their peer victimization during the Fall and Spring semesters of their sixth, seventh, and eighth grades. Independent LCA analyses at each semester yielded 3 victim classes based on victimization degree rather than type (e.g., physical …
The Influence of Classroom Ethnic Composition on Same‐ and Other‐ethnicity Peer Nominations in Middle School
The study of peer group status typically involves examination of peer nominations received. In this study, the focus was on nominations given and received. We examined the degree to which middle school students from different ethnic groups demonstrate same‐ethnicity preferences in their peer nominations, the effects of the classroom ethnic composition on these preferences, and the association between same‐ethnicity preferences and social standing…
Predicting Changes in Adjustment Using Repeated Measures of Sociometric Status
The authors' goals in the study were to investigate the possible gains made by including multiple assessments of status in the prediction of change in psychosocial adjustment and to compare the effectiveness of continuous and categorical measures of peer status in predicting adjustment. The authors obtained continuous and categorical measures of status (social preference and rejected status) for 644 Grade 4 students at 3 points within 1 school ye…
Peer Victimization and Mental Health During Early Adolescence
In this article, the authors describe recent research on peer victimization and its mental health consequences during early adolescence. They begin with a working definition of peer victimization that distinguishes it from lethal school violence and from simple conflict between peers. They then present a psychosocial profile of youth who are chronic victims of harassment, with a particular focus on their mental health challenges. To aid the under…
When Might Peer Aggression, Victimization, and Conflict Have Its Largest Impact? Microcontextual Considerations
Peer aggression, victimization, and conflict are common occurrences during early adolescence. In the collection of articles in this special issue, several themes emerged, including the use of social psychological theory, individual difference variables, and social context. This article briefly reviews these articles and presents original data that examine microcontextual characteristics (i.e., context of specific events) of sixth and ninth grader…
It Must Be Me”: Ethnic Diversity and Attributions for Peer Victimization in Middle School
This study examined the mediating role of self-blaming attributions on peer victimization-maladjustment relations in middle school and the moderating role of classroom ethnic diversity. Latino and African American 6th grade participants (N = 1105, 56% female) were recruited from middle schools in which they were either members of the numerical majority ethnic group, the numerical minority, or one of several ethnic groups in ethnically diverse sch…
Utilizing Peer Nominations in Middle School: A Longitudinal Comparison Between Complete Classroom-Based and Random List Methods
Although peer nominations provide invaluable data on social status and reputations of classmates, the large size and organizational structure of secondary schools pose a practical challenge to utilizing nomination methods. Particularly problematic is determining the appropriate reference group when students are no longer in self-contained classrooms. In the current study, we compared a random list method as an alternative to complete classroom-ba…
Longitudinal consistency of adolescent ethnic identification across varying school ethnic contexts
The present study examined consistency and inconsistency in adolescents' ethnic identification (i.e., self-reported ethnicity) across the 6 middle-school semesters. The sample (N = 1,589, of whom 46% were boys and 54% were girls) included African American, Asian/Pacific Islander, Caucasian/White, Latino/Latina, Mexican/Mexican American, and multiethnic students. Latent class analyses yielded 3 key patterns in ethnic identification across the midd…
Staying Cool Across the First Year of Middle School
As students transition into middle school they must successfully negotiate a new, larger peer context to attain or maintain high social standing. The goal of this study was to examine the extent to which the maintenance, attainment, and loss of a cool status over the course of the sixth grade is associated with student and classroom levels of physical, verbal, and relational aggression. To address this goal, we studied a sample of 1985 (55% girls…
School Context Protective Factors Against Peer Ethnic Discrimination Across the High School Years
Ethnically diverse high school contexts present unique social opportunities for youth to form interethnic relationships, but they may also subject students to certain social challenges such as peer ethnic discrimination. With a sample of 1,072 high school students (55% girls; 54% Latino, 20% African American, 14% Asian, 12% White) attending 84 high schools, school context factors that protect students' exposure to peer ethnic discrimination acros…
Relational peer victimization and psychosocial adjustment: The mediating role of best friendship qualities
With a sample of 414 tenth‐grade students (53% girls) from the Northeastern United States, the unique mediating roles that different dimensions of best friendship quality play in linking relational victimization and psychosocial maladjustment were examined. For both boys and girls, relational victimization was found to predict higher levels of internalizing behaviors directly and through partial mediation by greater conflict and weaker feelings o…
The Reasons Behind Early Adolescents’ Responses to Peer Victimization
College students' behavioral reactions upon witnessing relational peer aggression
With a sample of 228 college students (82.5% females) from the Midwestern United States, individual factors that contribute to emerging adults' behavioral responses when witnessing relational aggression among their peers were explored. The experience of witnessing relational aggression was found to be systematically associated with college students' behavioral responses to relational aggression through two social cognitive processes: normative be…
Nice Guys and Gals Finish Last? Not in Early Adolescence When Empathic, Accepted, and Popular Peers are Desirable
Early Adolescents’ Responses Upon Witnessing Peer Victimization: A Cross-Culture Comparison Between Students in Taiwan and the United States
To examine cross-cultural differences in behavior upon witnessing peer victimization and the reasons behind the behavior, this study evaluated the responses of early adolescents from both the United States and Taiwan. Two questions were addressed: (1) Do adolescents in Taiwan and in the United States differ in their willingness to help peer victims, and/or in the endorsement of specific help and non-help behaviors when assessed with a vignette? A…
Connection or Independence: Cross-Cultural Comparisons of Adolescents’ Coping With Peer Victimization Using Mixed Methods
This study investigates differences and similarities in coping responses to peer victimization and the way culture is reflected in the social cognitions adolescents used in choosing their coping responses through a mixed-method design with 731 Taiwanese and 470 U.S. adolescents. Adolescents provided coping responses to peer victimization via both hypothetical situations and within structured open-ended questions. Two culturally distinctive psycho…
Mismatches in Self-Reported and Meta-Perceived Ethnic Identification across the High School Years
Early Adolescents’ Peer Experiences with Ethnic Diversity in Middle School: Implications for Academic Outcomes
The Practicalities and Perils of Ambulatory Assessment's Promise: Introduction to a Special Section
Ambulatory assessment (AA) offers one of the most exciting approaches for opening the dynamic "black box" of adolescents' daily lives. In this introduction, we spotlight AA's surprisingly restricted market share within adolescent scholarship. We describe thorny challenges these intense methods can pose when conducting adolescent research "in situ" and underscore that capturing quality AA data means placing adolescents' developmental stage at the …
Psychology (29 works) · Developmental psychology (26 works) · Social Psychology (25 works) · Social Psychology (20 works) · Bullying, Victimization, and Aggression (19 works) · Poison control (15 works) · Ethnic group (14 works) · Medicine (13 works) · Peer group (13 works) · Peer victimization (12 works)