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01-11-2013 | Uitgave 8/2013

Journal of Abnormal Child Psychology 8/2013

Longitudinal Links Between Childhood Peer Victimization, Internalizing and Externalizing Problems, and Academic Functioning: Developmental Cascades

Tijdschrift:
Journal of Abnormal Child Psychology > Uitgave 8/2013
Auteurs:
Tracy Vaillancourt, Heather L. Brittain, Patricia McDougall, Eric Duku
Belangrijke opmerkingen

Authors’ Note

This study was supported by a grant from the Social Sciences and Humanities Research Council of Canada (Community-University Research Alliance; www.​mac-cura.​ca) and the Canadian Institutes for Heath Research.

Abstract

Developmental cascade models linking childhood peer victimization, internalizing and externalizing problems, and academic functioning were examined in a sample of 695 children assessed in Grade 3 (academic only) and Grades 5, 6, 7, and 8. Results revealed several complex patterns of associations in which poorer functioning in one domain influenced poorer outcomes in other areas. For example, a symptom driven pathway was consistently found with internalizing problems predicting future peer victimization. Support for an academic incompetence model was also found— lower GPA in Grade 5, 6, and 7 was associated with more externalizing issues in the following year, and poor writing performance in Grade 3 predicted lower grades in Grade 5, which in turn predicted more externalizing problems in Grade 6. Results highlight the need to examine bidirectional influences and multifarious transactions that exist between peer victimization, mental health, and academic functioning over time.

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