NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1022308
Record Type: Journal
Publication Date: 2013
Pages: 8
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-0040-5841
Associations between Peer Victimization and Academic Performance
Espelage, Dorothy L.; Hong, Jun Sung; Rao, Mrinalini A.; Low, Sabina
Theory Into Practice, v52 n4 p233-240 2013
This article reviews the extant literature on the links between peer victimization and academic performance and engagement among children and adolescents. Although most of the research on this association is based on cross-sectional investigations, research using longitudinal designs is starting to point to the fact that peer victimization does impact changes in academic performance over time. This research also points to several mediators and moderators that explain the association between repeated victimization and academic challenges, including peer rejection, depression, and decreases in students' sense of school belonging. Teachers and administrators should address peer victimization through programs and frameworks such as positive behavior intervention supports and social-emotional learning approaches. These programs decrease aggression and victimization, increase peer acceptance and social competence, and improve academic engagement and test scores.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Information Analyses; Reports - Evaluative
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A