ERIC Number: EJ1055793
Record Type: Journal
Publication Date: 2014-Mar
Abstractor: As Provided
Reference Count: 54
Predictive Relations between Peer Victimization and Academic Achievement in Chinese Children
Liu, Junsheng; Bullock, Amanda; Coplan, Robert J.
School Psychology Quarterly, v29 n1 p89-98 Mar 2014
The goal of this study was to explore longitudinal associations between peer victimization and academic achievement in Chinese children. Participants were N = 805 3rd-grade students (486 boys, 319 girls; M[subscript age] = 9.5 years, SD = 3 months) attending primary schools in Shanghai, People's Republic of China. At Time 1 and Time 2 (2 years later), peers nominated classmates who were victims of peer maltreatment using the Chinese version of the "Revised Class Play" (Chen, Rubin, & Sun, 1992), and teachers rated students' academic achievement. Among the results, peer victimization was negatively related to academic achievement at both time points. Also, peer victimization and academic achievement displayed considerable stability across the 2 years. Results from cross-lagged hierarchical analyses demonstrated that peer victimization at Grade 3 predicted lower academic achievement at Grade 5. However, academic achievement at Grade 3 was not predictive of peer victimization at Grade 5. These results suggest that peer victimization appears to function more as a precursor rather than a consequence of lower academic achievement. Results are discussed in terms of the cross-cultural similarities in the links between peer maltreatment and academic achievement and their educational implications.
Descriptors: Foreign Countries, Longitudinal Studies, Victims, Peer Relationship, Bullying, Academic Achievement, Correlation, Grade 3, Elementary School Students, Statistical Analysis, Grade 5, Mathematics Achievement, English, Regression (Statistics)
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education; Grade 5; Intermediate Grades; Middle Schools
Authoring Institution: N/A
Identifiers - Location: China