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ERIC Number: EJ823710
Record Type: Journal
Publication Date: 2008-Nov
Pages: 11
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0022-0663
Peer Victimization and Academic Achievement in a Multiethnic Sample: The Role of Perceived Academic Self-Efficacy
Thijs, Jochem; Verkuyten, Maykel
Journal of Educational Psychology, v100 n4 p754-764 Nov 2008
This study examines the link between perceived peer victimization and academic adjustment in an ethnically diverse sample of 1,895 Grade 6 students nested within 108 school classes. It was hypothesized that students' academic self-efficacy mediates the (negative) link between victimization experiences and academic achievement outcomes. Multilevel analyses were used to test this hypothesis and to explore whether there are differences between ethnic minority and majority group children. Results indicated that peer victimization was negatively associated with both relative class-based, and absolute test-based measures of academic achievement. These associations were similar across different school classes. As expected, the link between victimization and achievement was mediated by perceived academic self-efficacy, suggesting that victimized students did less well academically because they considered themselves to be less competent. The lower perceived self-efficacy of victimized children could be partly attributed to lower global self-esteem and depressed affect. Results were largely similar for ethnic minority and majority group children.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A