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Research on Child and Adolescent Psychopathology

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01-11-2013

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

Auteurs: Tracy Vaillancourt, Heather L. Brittain, Patricia McDougall, Eric Duku

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 8/2013

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.

vorige artikel The Unique and Interactive Contributions of Peer Victimization and Teacher-Child Relationships to Children’s School Adjustment

volgende artikel Costs and Benefits of Bullying in the Context of the Peer Group: A Three Wave Longitudinal Analysis

The median income for the city from which participants were recruited at Time 1 was $76,222 and for the province it was $70, 910 (www.statscan.gc.ca).

The intraclass correlation for all Time 1 key variables at the classroom level was examined using HLM in MLwiN. For absences, GPA, and externalizing problems 4 %, 15 %, and 5 % of the variability was accounted for by classroom, respectively. The variability by classroom was 20 % for household income and 13 % for PMK education. Less than 2 % of the variability in internalizing and victimization at Time 1 was accounted for by classroom.

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Titel: Longitudinal Links Between Childhood Peer Victimization, Internalizing and Externalizing Problems, and Academic Functioning: Developmental Cascades
Auteurs: Tracy Vaillancourt
Heather L. Brittain
Patricia McDougall
Eric Duku
Publicatiedatum: 01-11-2013
Uitgeverij: Springer US
Gepubliceerd in: Research on Child and Adolescent Psychopathology / Uitgave 8/2013
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI: https://doi.org/10.1007/s10802-013-9781-5

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