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The current study further evaluated the association between rule-breaking behavior and academic performance by examining peer rejection and depressive symptoms as potential mediators of this association. Study hypotheses were examined using a sample of 147 school-age children (54.4% male) ranging from five to 13 years of age (M = 8.22, SD = 1.99). A meditational path model was estimated, and findings suggested that peer rejection mediated the association between rule-breaking behavior and academic performance two months later when also considering the stability of academic performance. That is, high levels of rule-breaking behavior were associated with high levels of peer rejection, which in turn was associated with poor academic performance. Depressive symptoms were not indicated as a mediator of this association. Findings and their implications are discussed.
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- Examination of Peer Rejection and Depressive Symptoms as Mediators of the Link between Rule-Breaking Behavior and Poor Academic Performance
Paula J. Fite
Amber R. Wimsatt
Michael L. Vitulano
Jamie L. Rathert
- Springer US
Journal of Psychopathology and Behavioral Assessment
Print ISSN: 0882-2689
Elektronisch ISSN: 1573-3505