The interrelation of victimization behavior and school anxiety in adolescence

Afanaseva Ol'ga Fedorovna ORCID: 0009-0006-8552-9107 Postgraduate student; Humanitarian Institute (psychological and pedagogical direction); Russian New University 22 Radio str., Moscow, 105005, Russia bmv600@list.ru

Introduction. The changes that have taken place in Russian society have become a prerequisite for increasing the interest of various specialists in the social aspects of human life, such as ensuring their life and professional safety, social security, support, and confidence. The ongoing social changes, in turn, determine the socio-economic, socio-psychological, informational consequences that affect the socialization of a person in society. Such transformations can determine not only positive, but also negative consequences in the formation of the personality of modern children and adolescents. One of these consequences can be called the manifestation of victimized behavior of the personality of the younger generation.

Literature review. Victimized behavior refers to the behavior of a person (child, adult), which can be acquired and is characterized by a tendency more often than other people to be in such life situations in which this person becomes a victim. ^{[1, 2, 3, 4, 5]}. Currently, it can be noted that in the scientific psychological and pedagogical literature there are various kinds of contradictions related to: different understanding of the concepts of "victimhood" and "victim behavior"; the presence of different approaches to the study of victimhood in Russian psychological practice; insufficient elaboration of diagnostic methods for various aspects of victim behavior, including at different age groups. stages; taking into account the factors that determine and initiate victim behavior, etc. It should be emphasized that today (according to Decree of the President of the Russian Federation dated 05/07/2024 No. 309 "On the National Development Goals of the Russian Federation for the period up to 2030 and for the future up to 2036") in modern Russian society, priority accents are now being placed on psychological and pedagogical support for children and youth in the process of de-victimization, the development of preventive victimization measures, prevention of destructive behavior for the full disclosure of the abilities of the younger generation, the formation of a mentally healthy and socially adapted personality ^[6].

In modern socio-economic realities, people at different age stages, in most cases, require a high level of resilience and self-regulation, the ability to cope with stressful situations, the need to set certain tasks and look for optimal ways to solve them. However, we have to admit that it is not always possible to implement this.

For a long time, the victim was considered in the analysis of crimes and criminalistic structures were engaged in the study of such issues ^{[7, 8]}. Since the middle of the twentieth century, the emphasis of victimization has shifted to studying the personality structure of the victim himself. Foreign researchers pay special attention to the problems of domestic violence (abuse of women and children), as well as bullying in educational institutions due to racial stratification and the increased number of overweight schoolchildren ^{[9, 10, 11]}. In Russian science, in addition to issues of abuse and bullying, special attention is paid to the personal characteristics of the victim. ^{[12, 13, 14, 15, 16]}.

Regardless of the goals and objectives of victimization research, scientists note that a person with victimized behavior is unable, due to endogenous and exogenous factors, to resist external influences, and this circumstance subsequently leads to negative consequences for the individual in mental and physical health: the risk of developing anxiety, personality deformities, functional disorders, and self-harm increases. before death ^{[17, 18]}.

An important predictor of victim behavior is the formed "Self-concept" of a teenager's personality in the context of building interpersonal relationships with others ^[19]. The formation and formation of the social "I" becomes a priority precisely in adolescence, when there is the assimilation of certain socio-cultural norms for behavior in society and the choice of optimal strategies for interaction and formats of behavior with different people and in different life situations during socialization, reflection and analysis of oneself as a person.

Research shows that victimized personality behavior, including in adults, may be associated with a changed format of perception of oneself, one's self in the context of the past, present, and future development prospects. ^{[20, 21, 22, 23]}. At the same time, the main characteristics of a victim personality, in this perspective, may be insufficient formation of personal identity, constant orientation to external circumstances (rather than their personal qualities and abilities), insufficiently formed stress tolerance to changing conditions of the external social environment, a personal tendency to worry and social isolation from the external environment, a low level of social interactions with by various groups of people.

Research methodology. In the period from 2022 to 2024, we conducted a study of some psychological predictors of adolescent victim behavior. The empirical part of the study was conducted among teenagers of secondary schools in Russian regions (Bryansk region, Kaluga Region, Republic of Mari El). A total of 236 people participated in the study, including 120 students in grades 6 and 116 in grades 8. Out of 236 people: 112 men, 124 women. The following research methods were used: interview with respondents (students and teachers); survey methods; psychodiagnostic examination; qualitative and quantitative analysis of the results obtained. To conduct an empirical study, the psychodiagnostic methods "Propensity to victim behavior" (O.O. Andronnikova, 2006) were used to identify a model of victim behavior and a method for diagnosing the level of school anxiety (Beeman N. Phillips, 1970) to identify the level and nature of anxiety.

The results of the study and their discussion. Before presenting the results of the regression analysis, the purpose of which was to identify psychological predictors within the framework of our study, we consider it advisable to show which types of victim behavior were identified in the reference group and to what extent. Table 1 shows the patterns and severity of victim behavior in the dynamics of adolescence. Among sixth- and eighth-graders, the differences in the manifestation of victim behavior of various types are insignificant. I would like to draw special attention to the fact that the subjects have a predominating tendency towards passive, cautious, and non-initiative behavior. Such adolescents have predominantly defensive, isolated behavior, and the possibility of self-realization is difficult, which increases the risk of developing a negative life scenario and the likelihood of becoming a victim.

Table 1. Types and severity of victim behavior in adolescents in grades 6 and 8.

The purpose of our study was to identify the relationship between victim behavior and school anxiety, as well as to determine the significance of some psychological predictors of adolescent victim behavior. Therefore, we will focus in detail on the results obtained.

The linear Pearson correlation coefficient rxy was used to measure the strength of the linear correlation of quantitative features in students. Indicators of victim behavior (aggressive victimization, active victimization, proactive victimization, passive victimization, uncritical victimization, realized victimization) and indicators of anxious behavior (general anxiety at school, experiencing social stress, frustration of the need to achieve success, fear of self-expression, fear of a knowledge test situation, fear of not meeting expectations) were used as initial data. low physiological resistance to stress, problems and fears in relationships with teachers). Since only reliably significant relationships between variables are of scientific interest, correlations at the p level were analyzed. < 0,05, p < 0.01 and p < 0.001 among each group of students.

According to the results of correlation analysis, the following significantly significant relationships were established in the group of 6th grade students.

The relationship between aggressive victim behavior and the following indicators of anxiety: experiencing social stress (r = 0.37; p < 0.05), frustration with the need to succeed (r = 0.38; p < 0.05), fear of not meeting the expectations of others (r = 0.44; p < 0.01).

Active victimization behavior did not reveal correlations with anxiety indicators at a reliable level of significance.

Proactive victim behavior did not reveal correlations with anxiety indicators at a reliable level of significance.

Passive victimized behavior revealed the following correlations: with general anxiety (r = 0.35; p < 0.05), experiencing social stress (r = 0.45; p < 0.01), frustration with the need to achieve success (r = 0.49; p < 0.01), fear of self-expression (r = 0.51; p < 0.01), fear of testing knowledge (r = 0.32; p < 0.05), fear of not meeting the expectations of others (r = 0.39; p < 0.05).

Uncritical victimized behavior revealed one relationship: with frustrations of the need to achieve success (r = 0.31; p < 0.05).

Realized victimization revealed several correlations: with general anxiety (r = 0.31; p < 0.05), experiencing social stress (r = 0.29; p < 0.05), frustration with the need to achieve success (r = 0.47; p < 0.01), fear of self-expression (r = 0.35; p < 0.05), fear of testing knowledge (r = 0.32; p < 0.05), fear of not meeting the expectations of others (r = 0.46; p < 0.01), low physiological resistance to stress (r = 0.29; p < 0.05).

Visually obtained relationships in a group of 6th grade students can be represented as a correlogram (see Fig. 1).

Fig. 1. Correlation galaxy of significant relationships in a group of 6th grade students.

Notes:

AgVP – aggressive victim behavior

AkVP – active victim behavior

NVP – uncritical victim behavior

PVP – passive victim behavior

IVP – proactive victim behavior

RVP – realized victim behavior

OT – general anxiety

PSS – experiencing social stress

FPU – frustration of the need to achieve success

SS – fear of self-expression

CVD – fear of a knowledge test situation

MTR – fear of not meeting the expectations of others

NSF – low physiological resistance to stress

PSU – problems and fears in relationships with teachers

Next, we will present the identified relationships between variables in a group of 8th grade students.

Aggressive victimized behavior revealed the following correlations: frustration of the need to succeed (r = 0.31; p < 0.05), fear of not meeting the expectations of others (r = 0.41; p < 0.01), fears and problems in relationships with teachers (r = 0.43; p < 0.01).

Active victimization behavior did not reveal correlations with anxiety indicators at a reliable level of significance. Proactive victim behavior has one relationship with the fear of self-expression (r = 0.31; p < 0.05). Passive victim behavior has correlations with all indicators of anxiety and all at a high level of significance p < 0.01: general anxiety (r = 0.73; p < 0.01), experiencing social stress (r = 0.54; p < 0.01), frustration of the need to achieve success (r = 0.41; p < 0.01), fear self-expression (r = 0.57; p < 0.01), fear of testing knowledge (r = 0.65; p < 0.01), fear of not meeting the expectations of others (r = 0.57; p < 0.01), low physiological stress resistance (r = 0.71; p < 0.01), fears and problems in relationships with teachers (r = 0.45; p < 0.01).

Uncritical victim behavior did not reveal correlations with anxiety indicators at a reliable level of significance.

Realized victimization has correlations with all indicators of anxiety and all at a high level of significance p < 0.01: general anxiety (r = 0.65; p < 0.01), experiencing social stress (r = 0.45; p < 0.01), frustration of the need to achieve success (r = 0.44; p < 0.01), fear of self-expression (r = 0.54; p < 0.01), fear of testing knowledge (r = 0.58; p < 0.01), fear of not meeting the expectations of others (r = 0.55; p < 0.01), low physiological stress resistance (r = 0.64; p < 0.01), fears and problems in relationships with teachers (r = 0.58; p < 0.01).

Visually obtained relationships in a group of 8th grade students can be represented as a correlogram (see Fig. 2).

Fig. 2. Correlation galaxy of significant relationships in a group of 8th grade students.

Notes:

AgVP – aggressive victim behavior

AkVP – active victim behavior

NVP – uncritical victim behavior

PVP – passive victim behavior

IVP – proactive victim behavior

RVP – realized victim behavior

OT – general anxiety

PSS – experiencing social stress

FPU – frustration of the need to achieve success

SS – fear of self-expression

CVD – fear of a knowledge test situation

MTR – fear of not meeting the expectations of others

NSF – low physiological resistance to stress

PSU – problems and fears in relationships with teachers

Thus, the correlation analysis was carried out in two groups of students (6th and 8th grades) It allowed us to identify the specific features of the interrelationships between indicators of victim behavior and variables of school anxiety.

To predict the types of victim behavior in our study, we used regression analysis, which focuses on planning and forecasting ^[24]. Forecasting the types of human victim behavior is based on the factorial influence of the main predictors expressing the essence of the ongoing victim changes.

It is of scientific interest to clarify the contribution and degree of influence of psychological predictors on the development of different types of victim behavior in adolescents. By predictors, we mean such independent variables, changes in which lead to changes in other dependent variables.

The results of multiple regression using the "Propensity to victim behavior" method for adolescence and the Phillips school anxiety questionnaire are presented in the table.

For multiple regression analysis, a direct step-by-step method was used, which selects the input variables based on the input criteria. The goal is to select predictors from a small number of variables that make a significant contribution to the variation of the dependent variable. As can be seen from Table 2, only significant predictors (independent variables) were determined for each dependent variable.

Table 2. Multiple regression results: significant contribution of predictors (variables of the Phillips School Anxiety Questionnaire) victimized behavior in adolescence.

Note:

β is the standard regression coefficient; R2 is the coefficient of determination; p is the significance level of the coefficient β: *p < 0,05, **p < 0,01, ***p < 0,001

Aggressive victim behavior is influenced by the following predictors: fear of not meeting the expectations of others, low physiological resistance to stress, problems and fears in relationships with teachers. The value of R2 shows that 22.3% of the variance of the dependent variable is due to the influence of these predictors.

Active, proactive, and uncritical victim behavior did not reveal the influence of predictor variables according to the Phillips school anxiety diagnostic method.

According to the scale of "Passive victim behavior", three predictors were identified from among the variables of the Phillips questionnaire: fear of self-expression (β=0.333), experiencing social stress (β=0.243), frustration of the need to achieve success (β=0.205). The value of R2 shows that 36.7% of the variance of the variable "Passive victim behavior" is due to the influence of the above predictors. Each of the independent variables makes a different contribution to the evaluation of the dependent variable.

Finally, the scale of "Realized victimization" is determined by the influence of two predictors: fear of not meeting the expectations of others (β=0.387) and fear of a knowledge test situation (β=0.214).

Conclusions and conclusions. An empirical study revealed various types of victimization behavior and a high level of general anxiety among 6th and 8th grade adolescents. Correlations of victim behavior and general school anxiety among grades 6 and 8 have been established. The use of the Student's t-test by the pairwise comparison method made it possible to identify differences in psychological predictors in two groups of students (6th and 8th grades) among themselves. The correlation analysis revealed the specific features of the interrelationships between indicators of victim behavior and variables of school anxiety. The method of multiple regression has established the reliable significance of the contribution of psychological predictors (variables of school anxiety: fear of not meeting the expectations of others, problems and fears in relationships with teachers, fear of self-expression, experiencing social stress, frustration of the need to achieve success, fear of a knowledge test situation) to the formation of various types of victim behavior: aggressive victim behavior, passive victim behavior realized victimization.

Today, in a changing world, there is a rather urgent need to conduct empirical studies of personality traits in various dynamics. This will allow timely identification and refinement of predictors that affect the development and formation of personality. The results of the conducted study of the age dynamics of victimization indicate that victimization affects the deformation of interpersonal relationships, in particular at school, and is a significant obstacle to social adaptation. Victimization is not a temporary phenomenon inherent in a person at a certain age stage. It is dangerous that people, regardless of age, may be in a predisposed state and, under certain unfavorable living conditions, potential victimization is transformed into realized, which leads to negative consequences. The results of the conducted research are important for practical application, first of all, in the activities of psychologists and teachers working with different age groups, especially with students in the framework of psychological preventive work. The school period should be the starting point for the implementation of preventive measures to prevent victimization and de-victimization, including diagnostic and preventive work.