INDIRECT EFFECTS IN THE PEER VICTIMIZATION-ACADEMIC ACHIEVEMENT RELATION: THE ROLE OF ACADEMIC SELF-CONCEPT AND GENDER

Peer victimization is a concern because victimized youth are more likely to have social, emotional, and academic difficulties. The current study examined the link between peer victimization and academic achievement by exploring the indirect effect of academic self‐concept on two variables. The sampl...

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Bibliographic Details
Published in:Psychology in the schools 2015-03, Vol.52 (3), p.235-247
Main Authors: Jenkins, Lyndsay N., Demaray, Michelle Kilpatrick
Format: Article
Language:English
Subjects:
Academic Ability
Academic Achievement
Bullying
Correlation
Emotional Disturbances
Gender Differences
Middle School Students
Peer Groups
Peers
Role
Self Concept
Self esteem
Structural Equation Models
Victims
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Summary:Peer victimization is a concern because victimized youth are more likely to have social, emotional, and academic difficulties. The current study examined the link between peer victimization and academic achievement by exploring the indirect effect of academic self‐concept on two variables. The sample consisted of 140 middle school students (40% male, 60% female). Using structural equation modeling, a mediation model revealed a significant indirect effect of victimization on academic achievement through academic self‐concept; however, when tested for gender differences, the indirect effect was only significant for girls. Interpretation of these results and suggestions for future studies are discussed.
ISSN:0033-3085
1520-6807
DOI:10.1002/pits.21824