The Unique and Interactive Contributions of Peer Victimization and Teacher-Child Relationships to Children’s School Adjustment

2013 ◽  
Vol 41 (8) ◽  
pp. 1191-1202 ◽  
Author(s):  
Wendy Troop-Gordon ◽  
Kayla J. Kuntz
Keyword(s):  
Peer Victimization ◽  
School Adjustment

Early Adolescent School Adjustment: Associations with Friendship and Peer Victimization

2008 ◽  
Vol 17 (4) ◽  
pp. 853-870 ◽  
Author(s):  
Stephen A. Erath ◽  
Kelly S. Flanagan ◽  
Karen L. Bierman
Keyword(s):  
Peer Victimization ◽  
School Adjustment ◽  
Early Adolescent

Relationship Between Peer Victimization and School Adjustment in Sixth-Grade Students: Investigating Mediation Effects

2004 ◽  
Vol 19 (5) ◽  
pp. 557-571 ◽  
Author(s):  
Hsi-Sheng Wei ◽  
James Herbert Williams
Keyword(s):  
Academic Achievement ◽  
Peer Victimization ◽  
School Adjustment ◽  
Sixth Grade ◽  
School Attachment ◽  
Mediation Effects ◽  
School Settings ◽  
Path Analyses ◽  
Sixth Grade Students ◽  
The Relationship

Peer victimization is a common occurrence in school settings. This study investigated the relationship between peer victimization and school adjustment in a sample of 1,022 sixth-grade students. Measures used in this study include peer victimization, perceived peer nonsupport, school attachment, inattention problems, and academic achievement. Multivariate path analyses were conducted to test direct and mediation effects in the overall model and to explore gender differences. The results provided support for the hypothesized model indicating that the relationship between peer victimization and school attachment is mediated by perceived peer nonsupport, and that school attachment is related to inattentive school behaviors and poor academic achievement. Paths indicated invariance across models for gender. Prevention and intervention implications of these findings are discussed.

scholarly journals Peer Victimization and School Adjustment Among Ethnically Diverse Middle School Students: Does Ethnic Ingroup Representation Matter?

2018 ◽  
Vol 39 (4) ◽  
pp. 499-519 ◽  
Author(s):  
Guadalupe Espinoza ◽  
Hannah Schacter ◽  
Jaana Juvonen
Keyword(s):  
Peer Victimization ◽  
Asian American ◽  
Latino Students ◽  
School Adjustment ◽  
Ethnically Diverse ◽  
Latino Youth ◽  
Sixth Grade ◽  
School Outcomes ◽  
Seventh Grade ◽  
School Students

Although research has shown that peer victimization is related to negative school outcomes, whether ethnic ingroup size alters victimization-adjustment links is unclear. This study examines whether smaller ethnic ingroup representation amplifies the negative associations between peer victimization and school adjustment. We also examine whether ingroup representation may be more salient for some ethnic groups than others. The ethnically diverse sample includes 4,577 students from 26 schools spanning from the fall of sixth grade to spring of seventh grade (41% Latino, 26% White, 17% Asian American, 16% African American). An interaction between victimization and ethnic ingroup representation emerged only among Latino students. Latino youth victimized in the sixth grade, who attended a school with fewer same-ethnic peers, showed increases in negative seventh-grade climate perceptions and decreases in engagement. Our findings highlight that for Latino youth, ethnic ingroup representation is an important factor to consider when examining the school-related adjustment of victimized youth.

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