ERIC Number: EJ1055819
Record Type: Journal
Publication Date: 2014-Mar
Abstractor: As Provided
Effects of Peer Victimization on Psychological and Academic Adjustment in Early Adolescence
Rueger, Sandra Yu; Jenkins, Lyndsay N.
School Psychology Quarterly, v29 n1 p77-88 Mar 2014
The purpose of the current study is to investigate the effects of frequency of peer victimization experiences on psychological and academic adjustment during early adolescence, with a focus on testing psychological adjustment as a mediator, as well as differences based on gender and type of victimization. The sample in this short-term longitudinal design study consists of 7th and 8th graders (n = 670, 50% male) from an ethnically and socioeconomically diverse middle school. Victimization was measured using 10 items that assessed frequency of verbal, physical, and relational victimization experiences, and outcomes were assessed with the Behavior Assessment System for Children (2nd ed.) and school records. There was support for gender differences in frequency of peer victimization experiences based on type of victimization. More specifically, boys reported higher levels of physical and verbal victimization, and girls reported higher levels of relational victimization. In addition, there were statistically significant differences between boys and girls on the relation between victimization and anxiety, attendance, and grades, with girls experiencing more maladjustment than boys in response to peer victimization. Finally, results demonstrated no gender differences in indirect effects of psychological adjustment on the relation between peer victimization and academic outcomes, whether victimization was physical, verbal, and relational. These findings highlight the importance of addressing social-emotional functioning as well as peer victimization in the schools for both boys and girls, as both affect students' academic functioning.
Descriptors: Bullying, Peer Relationship, Victims, Incidence, Adjustment (to Environment), Early Adolescents, Longitudinal Studies, Middle School Students, Grade 7, Grade 8, Psychometrics, Personality Measures, Gender Differences, Statistical Significance, Statistical Analysis, Behavior Problems, Sampling, Statistical Inference, Structural Equation Models
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: email@example.com; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Grade 7; Junior High Schools; Middle Schools; Elementary Education; Grade 8
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Behavior Assessment System for Children
Grant or Contract Numbers: N/A