ERIC Number: EJ953654
Record Type: Journal
Publication Date: 2012
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0193-3973
EISSN: N/A
Can Socially Adept Friends Protect Peer-Victimized Early Adolescents against Lower Academic Competence?
Tu, Kelly M.; Erath, Stephen A.; Flanagan, Kelly S.
Journal of Applied Developmental Psychology, v33 n1 p24-30 Jan-Feb 2012
The present study examined indices of friends' social adjustment (prosocial skills and social anxiety) that may protect against or exacerbate vulnerability to lower academic competence in the context of peer victimization during middle school (N=320). Peer victimization was assessed with peer nominations, social anxiety was measured with self reports, and prosocial skills and academic competence were assessed with teacher ratings. Friends' prosocial skills were associated with early adolescents' higher academic competence, and friends' social anxiety was associated with lower academic competence, controlling for sex, grade, early adolescents' peer victimization, and total number of mutual friends. Moreover, the association between peer victimization and lower academic competence was attenuated among early adolescents with high-prosocial friends. Results contribute to the body of research that supports and informs peer-focused victimization prevention programs as well as universal social-emotional learning programs. (Contains 2 figures and 3 tables.)
Descriptors: Prevention, Peer Relationship, Adolescents, Social Adjustment, Victims, Anxiety, Prosocial Behavior, Peer Influence, Low Achievement, Academic Ability, Middle School Students, Measurement, Correlation, Emotional Development, Social Development, Academic Achievement, Friendship
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A