I study young teens’ relationships with their peers, and how these relationships are related to the development and adaptive functioning of youth. A central goal of my work is to understand the conditions and consequences of person-group mismatch. Most of my research is conducted in school settings.
Guided by a social-contextual perspective, I conceptualize schools and classrooms as ecological niches shaped by peer interactions and relationships. Much of recent research pertains to bullying. I have examined both the motives predicting bullying perpetration (dominance) and the social-cognitive mechanisms (self-blame) underlying the emotional plight of the targets of bullying. I also conduct research on peer groups norms and how they are related to adolescent behavior. My current collaborative research follows a large, ethnically diverse sample of students from 26 middle schools to the end of high school, examining the effects of school ethnic diversity on friendship formation, social identity development, prejudice, mental health, and school success.
Juvonen, J., Espinoza, G., & Schacter, H. (in press). Bullying. In H. Friedman (Ed), Encyclopedia of Mental Health, Second Edition. Elsevier, Oxford, UK.
Juvonen, J. & Schacter, H. L (in press). Bullying in school and online contexts: Social dominance, bystander compliance, and social pain of victims. In Brown, C. & Rutland, A. (Eds.), Handbook on intergroup relations in children and adolescents. Wiley-Blackwell.
Peets, K., Pöyhönen, V, Juvonen, J. & Salmivalli, C. (in press). Classroom norms of bullying alter the degree to which children defend in response to their affective empathy and power. Developmental Psychology.
Schacter., H. L. & Juvonen,J. (2015). The effects of school-level victimization on self-blame: Evidence for contextualized social cognitions, Developmental Psychology, 51, 841-847.
Schacter, H. L., White, S. J., Chang, V. Y., & Juvonen, J. (2015). “Why Me?”: Characterological Self-Blame and Continued Victimization in the First Year of Middle School. Journal of Clinical Child & Adolescent Psychology, 44, 446-455.
Juvonen, J., & Graham, S. (2014). Bullying in school: The power of bullies and the plight of the victims. Annual Review of Psychology, 65, 159–185.
Graham, S., Munniksma, A. & Juvonen, J. (2014). Psychosocial benefits of cross-ethnic friendships in urban middle schools. Child Development, 85, 469-483.
Knifsend, C. & Juvonen, J. (2014). Social identity complexity, cross-ethnic friendships, and intergroup attitudes in urban middle schools. Child Development, 85, 709-721.
Juvonen, J. Wang, Y., & Espinoza, G. (2010). Bullying experiences and compromised academic performance across middle school grades. Journal of Early Adolescence, 31, 152-173.
Graham, S., Bellmore, A., Nishina, A., & Juvonen, J. (2009). ” It must be me”: Ethnic context and attributions for peer victimization. Journal of Youth and Adolescence, 38, 487-499.
Juvonen, J. & Galvan, A. (2008). Peer influence in involuntary social groups: Lessons from research on bullying. Peer Influence Processes Among Youth. Mitchel J. Prinstein & Kenneth A. Dodge, Eds. New York: Guilford Press.
Juvonen, J. & Gross, F. E. (2008). Extending the school social scene?—Bullying experiences in cyberspace. Journal of School Health, 78, 496-505.
Juvonen, J. & Ho, A. (2008). Social motives underlying antisocial behavior across middle grades. Journal of Youth and Adolescence, 37, 747-756.
Juvonen, J., Nishina, A., & Graham, S. (2006). Ethnic diversity and perceptions of safety in urban middle schools, Psychological Science, 17, 393-400.
Juvonen, J. (2006). Sense of belonging, social relationships, and school functioning. P. A. Alexander and P. H. Winne (Eds.), Handbook of Educational Psychology, 2nd edition (pp. 255-674). Erlbaum, Mahwah, NJ.