Abstract


Introduction: Peer victimization is a known risk factor for a wide range of psychosocial problems. In recent years, some findings have suggested a link between peer victimization and callous-unemotional (CU) traits, which are characterized by low empathy, concern for others, and reduced emotionality. However, this area of research is relatively understudied, and the direction of effects is not yet clear. Evidence also suggests that environmental factors influence the risk for peer victimization as well as the manifestation of CU traits, and influential adults play a crucial role in children’s socioemotional development. Thus, the goal of the current study was to examine the bidirectional associations between peer victimization and CU traits, considering the moderating effects of parents (i.e., support and hostility) and teachers (i.e., support and conflict) over a 6-month period.

Method: Participants included 260 children in grades 3-5 (ages 7-12; 51% boys; 51% Hispanic) from two elementary schools in the West South-Central region of the United States. Homeroom teachers reported on youth’s CU traits and student-teacher conflict, and children reported on peer victimization, parental hostility, and social support from parents and teachers. Data were collected in the Fall of 2021 and Spring of 2022. A series of cross-lagged path analysis models were estimated within Mplus.

Results: Parental hostility and teacher conflict moderated the prospective link from peer victimization to CU traits. Specifically, peer victimization predicted higher presentations of CU traits over time at high levels of parental hostility (> +2.3 SD). In contrast, at low levels of parental hostility (< –0.15 SD), peer victimization predicted lower presentations of CU traits. Moreover, peer victimization predicted lower presentations of CU traits over time only at high teacher conflict levels (> +0.8 SD). With regard to the alternate direction of effects, parental hostility predicted increases in peer victimization, whereas teacher support predicted decreases over time; however, no parent or teacher variable moderated the prospective link from CU traits to peer victimization.

Discussion: Findings from this study suggested that peer victimization predicted higher presentations of CU traits at high levels of parental hostility. Thus, youth with a hostile home environment may be more susceptible to the effect of negative peer interactions. When youth experience low levels of parental hostility, however, victimization experiences predicted lower levels of CU traits; it may be that some victimized youth become increasingly compassionate and empathic towards those who are distressed. Interestingly, peer victimization also predicted lower levels of CU traits at high levels of teacher conflict. It may be the case that these youth are motivated to repair ruptured relationships in the school context, thus displaying lower levels of CU traits over time. These findings underscore the importance of investigating the role of environmental factors in the expressions of CU traits, particularly as it relates to interpersonal relationships among youth.