Top

Gepubliceerd in:

05-11-2022 | Original Paper

Relational Peer Victimization as a Predictor of Academic Engagement

Auteurs: Camila Polanco, Brooke S. Paskewich, Stephen S. Leff, Tracy E. Waasdorp

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 7/2023

Abstract

Peer victimization can be detrimental to youth. This study examines a particular type of peer victimization, relational peer victimization, and its effect on students’ engagement in the classroom. We specifically investigate the longitudinal relationship between relational peer victimization and academic engagement in a sample of 204 Black 3rd through 5th grade elementary school students by utilizing multiple informants: students and their parents reported on relational peer victimization, and teachers reported on students’ academic engagement. Our findings showed convergence between student and parent reports of relational peer victimization and revealed that experiencing relational peer victimization during the beginning of the school year (fall) negatively predicts teacher reported academic engagement towards the end of the school year (spring). Our study suggests that relational peer victimization is a critical issue that educators and researchers should consider when trying to foster academic engagement. There is also a need for further research regarding the role that families play in providing support to Black relationally victimized youth.

vorige artikel Food Insecurity and Educational Expectation among Chinese Rural School Children: A Serial Multiple Mediation Model

volgende artikel Adolescent Academic Success: Teacher-Child Interactions as a Buffer for Early Childhood Relational Adversity

Appleton, J., Christenson, S., & Furlong, M. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369–386. https://doi.org/10.1002/pits.20303.CrossRef

Aston, C., & Graves, Jr, S. (2016). Challenges and barriers to implementing a school-based Afrocentric intervention in urban schools: A pilot study of the Sisters of Nia cultural program. School Psychology Forum, 10(2), 165–176. https://search-ebscohost-com.udel.idm.oclc.org/login.aspx?direct=true&db=eue&AN=119790524&site=ehost-live

Barnes, T.N. (2019). Changing the landscape of social emotional learning in urban schools: What are we currently focusing on and where do we go from here? Urban Review, 51, 599–637. https://doi.org/10.1007/s11256-019-00534-1.

Belgrave, F. Z., Reed, M. C., Plybon, L. E., Butler, D. S., Allison, K. W., & Davis, T. (2004). An evaluation of Sisters of Nia: A cultural program for African American girls. Journal of Black Psychology, 30(3), 329–343. https://doi.org/10.1177/0095798404266063.CrossRef

Bell, C., & Puckett, T. (2020). I want to learn but they won’t let me: Exploring the impact of school discipline on academic achievement. Urban Education. https://doi.org/10.1177/0042085920968629

Benhorin, S., & McMahon, S. D. (2008). Exposure to violence and aggression: Protective roles of social support among urban African American youth. Journal of Community Psychology, 36(6), 723–743. https://doi.org/10.1002/jcop.20252.CrossRef

Bogart, L. M., Elliott, M. N., Klein, D. J., Tortolero, S. R., Mrug, S., Peskin, M. F., Davies, S. L., Schink, E. T., & Schuster, M. A. (2014). Peer victimization in fifth grade and health in tenth grade. Pediatrics, 133(3), 440–447. https://doi.org/10.1542/peds.2013-3510.CrossRefPubMedPubMedCentral

Bradshaw C. P., Waasdorp T. E., Pas E. T., Larson K. E., Johnson S. R. (2018). Coaching teachers in bullying detection and intervention. In Gordon J. (ed.) Bullying Prevention and Intervention at School. (pp. 53–72). Springer Nature. https://doi.org/10.1007/978-3-319-95414-1_4

Bradshaw, C. P., Waasdorp, T. E., Debnam, K. J., & Lindstrom Johnson, S. L. (2014). Measuring school climate in high schools: A focus on safety, engagement, and the environment. The Journal of School Health, 84, 593–604. https://doi.org/10.1111/josh.12186.CrossRefPubMed

Bradshaw, C. P., & Waasdorp, T. E. (2019). Preventing bullying in schools: A social and emotional learning approach to prevention and early intervention. New York: Norton Publishing.

Brannan, S. A., & Kaufman, K. A. (2020). What inclusive practice means for students from marginalized groups. In Faiella, C. M., & Kroeger, S. D. (eds.) Inclusive Education: A Systematic Perspective, (pp. 41–57). Information Age Publishing Inc.

Brendgen, M., Poulin, F., & Denault, A.-S. (2019). Peer victimization in school and mental and physical health problems in young adulthood: Examining the role of revictimization at the workplace. Developmental Psychology, 55(10), 2219–2230. https://doi.org/10.1037/dev0000771.CrossRefPubMed

Cappella, E., Kim, H. Y., Neal, J. W., & Jackson, D. R. (2014). Classroom peer relationships and behavioral engagement in elementary school: The role of social network equity. American Journal of Community Psychology, 52(3-4), 367–379. https://doi.org/10.1007/s10464-013-9603-5.CrossRef

Carey, R. L., Polanco, C., & Blackman, H. (2022). Black adolescent boys’ perceived school mattering: From marginalization and selective love to radically affirming relationships. Journal of Research on Adolescence, 32(1), 151–169. https://doi.org/10.1111/jora.12706.CrossRefPubMed

Carey, R. L., Yee, L. S., & DeMatthews, D. (2018). Power, penalty, and critical praxis: Employing intersectionality in educator practices to achieve school equity. The Educational Forum, 82(1), 111–130. https://doi.org/10.1080/00131725.2018.1381793.CrossRef

Casas, J. F., & Bower, A. A. (2018). Developmental manifestations of relational aggression. In S. M. Coyne & J. M. Ostrov (Eds.), The development of relational aggression (pp. 29–48). Oxford University Press. https://doi.org/10.1093/oso/9780190491826.003.0003.

Casper, D., & Card, N. (2017). Overt and relational victimization: A meta-analytic review of their overlap and associations with social-psychological adjustment. Child Development, 88(2), 466–483. https://doi.org/10.1111/cdev.12621.CrossRefPubMed

Christenson, S. L., Reschly, A. L., & Wylie, C. (Eds.). (2012). Handbook of research on student engagement. Springer Science & Business Media.

Cole, D., Maxwell, M., Dukewich, T., & Yosick, R. (2010). Targeted peer victimization and the construction of positive and negative self-cognitions: Connections to depressive symptoms in children. Journal of Clinical Child and Adolescent Psychology, 39(3), 421–435. https://doi.org/10.1080/15374411003691776.CrossRefPubMedPubMedCentral

Collins, W. A., & van Dulmen, M. (2006). The significance of middle childhood peer competence for work and relationships in early adulthood. In A. C. Huston & M. N. Ripke (Eds.), Cambridge Studies in Social and Emotional Development. Developmental Contexts in Middle Childhood: Bridges to Adolescence and Adulthood (p. 23–40). Cambridge University Press. https://doi.org/10.1017/CBO9780511499760.003.

Cornell, D., Gregory, A., Huang, F., & Fan, X. (2013). Perceived prevalence of teasing and bullying predicts high school dropout rates. Journal of Educational Psychology, 105(1), 138–149. https://doi.org/10.1037/a0030416.

Crick, N. R. (2006). Children’s Social Behavior—Parent Report. Unpublished manual, University of Minnesota.

Crick, N. R., & Bigbee, M. A. (1998). Relational and overt forms of peer victimization: A multiinformant approach. Journal of Consulting and Clinical Psychology, 66(2), 337–347. https://doi.org/10.1037/0022-006X.66.2.337.CrossRefPubMed

Crick, N. R., & Grotpeter, J. K. (1996). Children’s treatment by peers: Victims of relational and overt aggression. Development and Psychopathology, 8(2), 367–380. https://doi.org/10.1017/S0954579400007148.CrossRef

Cullerton-Sen, C., & Crick, N. R. (2005). Understanding the effects of physical and relational victimization: The utility of multiple perspectives in predicting social-emotional adjustment. School Psychology Review, 34(2), 147–160. https://doi.org/10.1080/02796015.2005.12086280.CrossRef

De Los Reyes, A., Ohannessian, C. M., & Racz, S. J. (2019). Discrepancies between adolescent and parent reports about family relationships. Child Development Perspectives, 13(1), 53–58. https://doi.org/10.1111/cdep.12306.CrossRef

De Los Reyes, A., Augenstein, T. M., Wang, M., Thomas, S. A., Drabick, D. A. G., Burgers, D. E., & Rabinowitz, J. (2015). The validity of the multi-informant approach to assessing child and adolescent mental health. Psychological Bulletin, 141(4), 858–900. https://doi.org/10.1037/a0038498.CrossRefPubMedCentral

De Los Reyes, A., & Kazdin, A. (2005). Informant discrepancies in assessment of childhood psychopathology: A critical review. Psychological Bulletin, 131(4), 483–509. https://doi.org/10.1037/0033-2909.131.4.483.CrossRef

Demaray, M., Malecki, C., Secord, S., & Lyell, K. (2013). Agreement among students’, teachers’, and parents’ perceptions of victimization by bullying. Children and Youth Services Review, 35(12), 2091–2100. https://doi.org/10.1016/j.childyouth.2013.10.018.CrossRef

Desjardins, T., Yeung Thompson, R. S., Sukhawathanakul, P., Leadbeater, B. J., & MacDonald, S. W. S. (2013). Factor structure of the Social Experience Questionnaire across time, sex, and grade among early elementary school children. Psychological Assessment, 25(4), 1058–1068. https://doi.org/10.1037/a0033006.CrossRefPubMed

Desjardins, T. L., & Leadbeater, B. J. (2011). Relational victimization and depressive symptoms in adolescence: Moderating effects of mother, father, and peer emotional support. Journal of Youth and Adolescence, 40(5), 531–544. https://doi.org/10.1007/s10964-010-9562-1.CrossRefPubMed

DiPerna, J. C., & Elliott, S. N. (2000). Academic Competence Evaluation Scales. San Antonio, TX: The Psychological Corporation.

DiPerna, J. C., Volpe, R. J., & Elliott, S. N. (2005). A model of academic enablers and mathematics achievement in the elementary grades. Journal of School Psychology, 43(5), 379–392. https://doi.org/10.1016/j.jsp.2005.09.002.CrossRef

DiPerna, J. C., Volpe, R. J., & Elliott, S. N. (2002). A model of academic enablers and elementary reading/language arts achievement. School Psychology Review, 31(3), 298–312. https://doi.org/10.1080/02796015.2002.12086157.CrossRef

DiPerna, J. C., & Elliott, S. N. (1999). Development and validation of the Academic Competence Evaluation Scales. Journal of Psychoeducational Assessment, 17(3), 207–225. https://doi.org/10.1177/073428299901700302.CrossRef

Early, M. C., Biggs, B. K., Makanui, K. P., Legerski, J. P., Van Allen, J., Elledge, A. R., & Whiteside, S. P. (2017). Specificity of peer difficulties to social anxiety in early adolescence: Categorical and dimensional analyses with clinical and community samples. Anxiety, Stress, & Coping, 30(6), 647–660. https://doi.org/10.1080/10615806.2017.1348296.CrossRef

Edwards, E. C. (2021). Centering race to move towards an intersectional ecological framework for defining school safety for Black students. School Psychology Review, 50(2–3), 254–273. https://doi.org/10.1080/2372966X.2021.1930580.CrossRef

Finkelhor, D., Turner, H. A., & Hamby, S. (2012). Let’s prevent peer victimization, not just bullying. Child Abuse and Neglect, 36(4), 271–274. https://doi.org/10.1016/j.chiabu.2011.12.001.CrossRefPubMed

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059.CrossRef

Gibson, M. A. (2005). Promoting academic engagement among minority youth: Implications from John Ogbu’s Shaker Heights ethnography. International Journal of Qualitative Studies in Education, 18(5), 581–603. https://doi.org/10.1080/09518390500224853.CrossRef

Glew, G., Fan, M., Katon, W., Rivara, F., & Kernic, M. (2005). Bullying, psychosocial adjustment, and academic performance in elementary school. Archives of Pediatrics & Adolescent Medicine, 159(11), 1026–1031. https://doi.org/10.1001/archpedi.159.11.1026.CrossRef

Greenwood, C. R., Horton, B. T., & Utley, C. A. (2002). Academic engagement: Current perspectives on research and practice. School Psychology Review, 31(3), 328–349. https://doi.org/10.1080/02796015.2002.12086159.CrossRef

Greer, W., Clark-Louque, A., Balogun, A., & Clay, A. (2022). Race-neutral doesn’t work: black males’ achievement, engagement, and school climate perceptions. Urban Education, 57(7), 1259–1287. https://doi.org/10.1177/0042085918804015.CrossRef

Hoglund, W. L. G. (2007). School functioning in early adolescence: Gender-linked responses to peer victimization. Journal of Educational Psychology, 99(4), 683–699. https://doi.org/10.1037/0022-0663.99.4.683.CrossRef

Hong, J. S., Peguero, A. A., Choi, S., Lanesskog, D., Espelage, D. L., & Lee, N. Y. (2014). Social ecology of bullying and peer victimization of Latino and Asian youth in the United States: A review of the literature. Journal of School Violence, 13(3), 315–338. https://doi.org/10.1080/15388220.2013.856013.CrossRef

Hughes, J. (2010). What teacher preparation programs can do to better prepare teachers to meet the challenges of educating students living in poverty. Action in Teacher Education, 32(1), 54–64. https://doi.org/10.1080/01626620.2010.10463542.CrossRef

Kawabata, Y., Crick, N. R., & Hamaguchi, Y. (2013). The association of relational and physical victimization with hostile attribution bias, emotional distress, and depressive symptoms: A cross-cultural study. Asian Journal of Social Psychology, 16(4), 260–270. https://doi.org/10.1111/ajsp.12030.CrossRef

Jagers, R. J., Rivas-Drake, D., & Williams, B. (2019). Transformative social and emotional learning (SEL): Toward SEL in service of educational equity and excellence. Educational Psychologist, 54(3), 162–184. https://doi.org/10.1080/00461520.2019.1623032.CrossRef

Jenkins, L., & Demaray, M. (2015). Indirect effects in the peer victimization-academic achievement relation: The role of academic self-concept and gender. Psychology in the Schools, 52(3), 235–247. https://doi.org/10.1002/pits.21824.CrossRef

Jia, M., & Mikami, A. (2018). Issues in the assessment of bullying: Implications for conceptualizations and future directions. Aggression and violent behavior, 41, 108–118. https://doi.org/10.1016/j.avb.2018.05.004.CrossRef

Jones, J. M., Lee, L. H., Matlack, A., & Zigarelli, J. (2018). Using sisterhood networks to cultivate ethnic identity and enhance school engagement. Psychology in the Schools, 55(1), 44–35. https://doi.org/10.1002/pits.22087.CrossRef

Kaufman, T. M., Huitsing, G., & Veenstra, R. (2020). Refining victims’ self‐reports on bullying: Assessing frequency, intensity, power imbalance, and goal‐directedness. Social Development, 29(2), 375–390. https://doi.org/10.1111/sode.12441.CrossRef

Knox, J., Gibson, S., Gönültaş, S., & Mulvey, K. L. (2021). School connectedness and bystander intervention: The moderating role of perceived exclusion and privilege among African American students. School Psychology Review, 50(2-3), 316–329. https://doi.org/10.1080/2372966X.2020.1846459.

Kotchick, B. A., Papadakis, A. A., Nettles, C., & Jobe, S. L. (2020). Peer victimization and depressive symptoms in early adolescents: The protective role of perceived supportive parenting. Journal of Child and Family Studies, 29, 1350–1362. https://doi.org/10.1007/s10826-019-01610-6.CrossRef

Ladd, G. W., Ettekal, I., & Kochenderfer-Ladd, B. (2017). Peer victimization trajectories from kindergarten through high school: Differential pathways for children’s school engagement and achievement? Journal of Educational Psychology, 109(6), 826–841. https://doi.org/10.1037/edu0000177.CrossRef

Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: aka the remix. Harvard Educational Review, 84(1), 74–84. https://doi.org/10.17763/haer.84.1.p2rj131485484751.CrossRef

Leadbeater, B., Sukhawathanakul, P., Rush, J., Merrin, G., & Lewis, N. (2021). Examining the effectiveness of the WITS programs in the context of variability in trajectories of child development. Prevention Science, 1–14. https://doi.org/10.1007/s11121-021-01327-3

Leadbeater, B., & Sukhawathanakul, P. (2011). Multicomponent programs for reducing peer victimization in early elementary school: A longitudinal evaluation of the wits primary program. Journal of Community Psychology, 39(5), 606–620. https://doi.org/10.1002/jcop.20447.CrossRef

Leadbeater, B. J., Hoglund, W. L., & Woods, T. (2003). Changing contexts? The effects of a primary prevention program on classroom levels of peer relational and physical victimization. Journal of Community Psychology, 31(4), 397–418. https://doi.org/10.1002/jcop.10057.CrossRef

Leff, S. S., Waasdorp, T. E., & Paskewich, B. S. (2016). The broader impact of friend to friend (F2F): Effects on teacher-student relationships, prosocial behaviors, and relationally and physically aggressive behaviors. Behavior Modification, 40(4), 589–610. https://doi.org/10.1177/0145445516650879.CrossRefPubMedPubMedCentral

Leff, S. S., Paskewich, B. S., Waasdorp, T. E., Waanders, C., Bevans, K. B., & Jawad, A. F. (2015). Friend to friend: A randomized trial for urban African American relationally aggressive girls. Psychology of Violence, 5(4), 433–443. https://doi.org/10.1037/a0039724.CrossRefPubMedPubMedCentral

Leff, S., & Waasdorp, T. (2013). Effect of aggression and bullying on children and adolescents: Implications for prevention and intervention. Current Psychiatry Reports, 15, 1–10. https://doi.org/10.1007/s11920-012-0343-2.CrossRef

Leff, S., Waasdorp, T., Paskewich, B., Gullan, R., Jawad, A., MacEvoy, J., Feinberg, J., & Power, T. (2010). The preventing relational aggression in schools everyday program: A preliminary evaluation of acceptability and impact. School Psychology Review, 39(4), 569–587. https://doi.org/10.1080/02796015.2010.12087742.CrossRefPubMedPubMedCentral

Liem, G. A. D., & Martin, A. J. (2011). Peer relationships and adolescents’ academic and non‐academic outcomes: Same‐sex and opposite‐sex peer effects and the mediating role of school engagement. British Journal of Educational Psychology, 81(2), 183–206. https://doi.org/10.1111/j.2044-8279.2010.02013.x.CrossRefPubMed

Lein, A., Jitendra, A., Starosta, K., Dupuis, D., Hughes-Reid, C., & Star, J. (2016). Assessing the relation between seventh-grade students’ engagement and mathematical problem solving performance. Preventing School Failure: Alternative Education for Children and Youth, 60(2), 117–123. https://doi.org/10.1080/1045988X.2015.1036392.CrossRef

McClelland, M. M., & Cameron, C. E. (2011). Self-regulation and academic achievement in elementary school children. New Directions for Child and Adolescent Development, 133, 29–44. https://doi.org/10.1002/cd.302.CrossRef

McCallops, K., Barnes, T.N., Jones, I., Nelson, M., Fenniman, J. & Berte, I. (2019). Incorporating culturally responsive pedagogy within social-emotional learning interventions in urban schools: An international systematic review. International Journal of Educational Research, 94(1), 11–28. https://doi.org/10.1016/j.ijer.2019.02.007.

Milner, H. R. (2012). But what is urban education? Urban Education, 47(3), 556–561. https://doi.org/10.1177/0042085912447516.CrossRef

Milner, IV, H. R., Murray, I. E., Farinde, A. A., & Delale-O’Connor, L. (2015). Outside of school matters: What we need to know in urban environments. Equity & Excellence in Education, 48(4), 529–548. https://doi.org/10.1080/10665684.2015.1085798.CrossRef

Morin, H. K., Bradshaw, C. P., & Berg, J. K. (2015). Examining the link between peer victimization and adjustment problems in adolescents: The role of connectedness and parent engagement. Psychology of Violence, 5(4), 422–432. https://doi.org/10.1037/a0039798.CrossRef

Morrow, M., Hubbard, J., & Sharp, M. (2018). Preadolescents’ daily peer victimization and perceived social competence: Moderating effects of classroom aggression. Journal of Clinical Child and Adolescent Psychology, 48(5), 716–727. https://doi.org/10.1080/15374416.2017.1416618.CrossRefPubMed

Morrow, M. T., Hubbard, J. A., & Swift, L. E. (2014). Relations among multiple types of peer victimization, reactivity to peer victimization, and academic achievement in fifth-grade boys and girls. Merrill-Palmer Quarterly, 60(3), 302–327. https://doi.org/10.13110/merrpalmquar1982.60.3.0302.CrossRef

Mundy, L., Canterford, L., Kosola, S., Degenhardt, L., Allen, N., & Patton, G. (2017). Peer victimization and academic performance in primary school children. Academic Pediatrics, 17(8), 830–836. https://doi.org/10.1016/j.acap.2017.06.012.CrossRefPubMed

Nakamoto, J., & Schwartz, D. (2011). The association between peer victimization and functioning at school among urban Latino children. Journal of Applied Developmental Psychology, 32(3), 89–97. https://doi.org/10.1016/j.appdev.2011.02.003.CrossRef

Nakamoto, J., & Schwartz, D. (2010). Is peer victimization associated with academic achievement? A meta-analytic review. Social Development, 19(2), 221–242. https://doi.org/10.1111/j.1467-9507.2009.00539.x.CrossRef

Nguyen, T. D., Cannata, M., & Miller, J. (2016). Understanding student behavioral engagement: Importance of student interaction with peers and teachers. The Journal of Educational Research, 111(2), 163–174. https://doi.org/10.1080/00220671.2016.1220359.CrossRef

Odgers, C., & Adler, N. (2018). Challenges for low-income children in an era of increasing income inequality. Child Development Perspectives, 12(2), 128–133. https://doi.org/10.1111/cdep.12273.CrossRef

Olweus, D. (1993). Bullying in school: What we know and what we can do. Oxford: Blackwell.

Ostrov, J., & Godleski, S. (2013). Relational aggression, victimization, and adjustment during middle childhood. Development and Psychopathology, 25(3), 801–815. https://doi.org/10.1017/S0954579413000187.CrossRefPubMed

Ostrov, J. M. (2010). Prospective associations between peer victimization and aggression. Child Development, 81(6), 1670–1677. https://doi.org/10.1111/j.1467-8624.2010.01501.x.CrossRefPubMed

Ostrov, J. M., & Bishop, C. M. (2008). Preschoolers’ aggression and parent–child conflict: A multiinformant and multimethod study. Journal of Experimental Child Psychology, 99, 309–322. https://doi.org/10.1016/j.jecp.2008.01.001.CrossRefPubMed

Owens, C. L., Johnson, A. H., & Thornton, A. (2022). Addressing equity in schools: youth participatory action research and transformative social and emotional learning during COVID-19. Children & Schools, 44(1), 48–54. https://doi.org/10.1093/cs/cdab029.CrossRef

Pas, E., Waasdorp, T., & Bradshaw, C. (2019). Coaching teachers to detect, prevent, and respond to bullying using mixed reality simulation: An efficacy study in middle schools. International Journal of Bullying Prevention, 1(1), 58–69. https://doi.org/10.1007/s42380-018-0003-0.CrossRef

Putallaz, M., Grimes, C. L., Foster, K. J., Kupersmidt, J. B., Coie, J. D., & Dearing, K. (2007). Overt and relational aggression and victimization: Multiple perspectives within the school setting. Journal of School Psychology, 45, 523–547. https://doi.org/10.1016/j.jsp.2007.05.003.CrossRefPubMedPubMedCentral

Roecker-Phelps, C. E. (2010). Children’s responses to overt and relational aggression. Journal of Clinical Child Psychology, 30(2), 240–252. https://doi.org/10.1207/S15374424JCCP3002_11.CrossRef

Rubin, K. H., Bukowski, W. M., & Bowker, J. C. (2015). Children in peer groups. In M. H. Bornstein, T. Leventhal, & R. M. Lerner (Eds.), Handbook of child psychology and developmental science: Ecological settings and processes (pp. 175–222). John Wiley & Sons, Inc.

Salmivalli, C., Kärnä, A., & Poskiparta, E. (2011). Counteracting bullying in Finland: The KiVa program and its effects on different forms of being bullied. International Journal of Behavioral Development, 35(5), 405–41. https://doi.org/10.1177/0165025411407457.CrossRef

Schlund, J., Jagers, R., & Schlinger, M. (2020) Emerging insights on advancing social and emotional learning (SEL) as a lever for equity and excellence. Collaborative for Academic, Social, and Emotional Learning. https://bit.ly/CASELEquityInsights

Schwartz, D., Gorman, A. H., Nakamoto, J., & Toblin, R. L. (2005). Victimization in the peer group and children’s academic functioning. Journal of Educational Psychology, 97(3), 425–435. https://doi.org/10.1037/0022-0663.97.3.425.CrossRef

Shapiro, E. S. (2004). Academic skills problems: Direct assessment and intervention (3rd ed). Guilford Press.

Siegler, R., Duncan, G., Davis-Kean, P., Duckworth, K., Claessens, A., Engel, M., Susperreguy, M., & Chen, M. (2012). Early predictors of high school mathematics achievement. Psychological Science, 23(7), 691–697. https://doi.org/10.1177/0956797612440101.CrossRefPubMed

Sinclair, K. R., Cole, D. A., Dukewich, T., Felton, J., Weitlauf, A. S., Maxwell, M. A., Tilghman-Osborne, C., & Jacky, A. (2012). Impact of physical and relational peer victimization on depressive cognitions in children and adolescents. Journal of Clinical Child & Adolescent Psychology, 41(5), 570–583. https://doi.org/10.1080/15374416.2012.704841.CrossRef

Storch, E. A., Phil, M., Nock, M. K., Masia-Warner, C., & Barlas, M. E. (2003). Peer victimization and social-psychological adjustment in Hispanic and African-American children. Journal of Child and Family Studies, 12(4), 439–452. https://doi.org/10.1023/A:1026016124091.CrossRef

Tackett, J. L., & Ostrov, J. M. (2010). Measuring relational aggression in middle childhood in a multi-informant multi-method study. Journal of Psychopathology and Behavioral Assessment, 32, 490–500. https://doi.org/10.1007/s10862-010-9184-7.CrossRef

Thijs, J., & Verkuyten, M. (2008). Peer victimization and academic achievement in a multiethnic sample: The role of perceived academic self-efficacy. Journal of Educational Psychology, 100(4), 754–764. https://doi.org/10.1037/a0013155.CrossRef

Thomas, D. E., Bierman, K. L., & Powers, C. J., Conduct Problems Prevention Research Group. (2011). The influence of classroom aggression and classroom climate on aggressive-disruptive behavior. Child Development, 82(3), 751–757. https://doi.org/10.1111/j.1467-8624.2011.01586.x.CrossRefPubMedPubMedCentral

Troop-Gordon, W., & Ladd, G. (2015). Teachers’ victimization-related beliefs and strategies: Associations with students’ aggressive behavior and peer victimization. Journal of Abnormal Child Psychology, 43(1), 45–60. https://doi.org/10.1007/s10802-013-9840-y.CrossRefPubMed

Turner, H. A., Finkelhor, D., Hamby, S. L., Shattuck, A., & Ormrod, R. K. (2011). Specifying type and location of peer victimization in a national sample of children and youth. Journal of Youth and Adolescence, 40(8), 1052–1067. https://doi.org/10.1007/s10964-011-9639-5.CrossRefPubMed

Villodas, M. T., Pfiffner, L. J., Moses, J. O., Hartung, C., & McBurnett, K. (2019). The roles of student gender, race, and psychopathology in teachers’ identification of students for services. Children and Youth Services Review, 107, 104468 https://doi.org/10.1016/j.childyouth.2019.104468.CrossRef

Waasdorp, T., & Bradshaw, C. (2015). The overlap between cyberbullying and traditional bullying. Journal of Adolescent Health, 56(5), 483–488. https://doi.org/10.1016/j.jadohealth.2014.12.002.CrossRef

Waasdorp, T. E., Bagdi, A., & Bradshaw, C. P. (2010). Peer victimization among urban, predominantly African American youth: Coping with relational aggression between friends. Journal of School Violence, 9(1), 98–116. https://doi.org/10.1080/15388220903341372.CrossRef

Waasdorp, T., & Bradshaw, C. (2009). Child and parent perceptions of relational aggression within urban predominantly African American children’s friendships: Examining patterns of concordance. Journal of Child and Family Studies, 18(6), 731–745. https://doi.org/10.1007/s10826-009-9279-5.CrossRef

Waasdorp, T. E., Monopoli, J., Johnson-Horowitz, Z., & Leff, S. S. (2019). Peer sympathy for bullied youth: Individual and classroom considerations. School Psychology Review, 48(3), 193–206. https://doi.org/10.17105/SPR-2017-0153.V48-3.CrossRef

Wang, M. T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Journal of School Psychology, 28, 12–23. https://doi.org/10.1016/j.learninstruc.2013.04.002.CrossRef

Welsh, R. O., & Little, S. (2018). The school discipline dilemma: A comprehensive review of disparities and alternative approaches. Review of Educational Research, 88(5), 752–794. https://doi.org/10.3102/0034654318791582.CrossRef

Wint, K. M., Opara, I., Gordon, R., & Brooms, D. R. (2022). Countering educational disparities among Black boys and Black adolescent boys from pre-k to high school: A life course-intersectional perspective. The Urban Review, 54, 183–206. https://doi.org/10.1007/s11256-021-00616-z.CrossRefPubMed

Yeung, R., & Leadbeater, B. (2010). Adults make a difference: The protective effects of parent and teacher emotional support on emotional and behavioral problems of peer-victimized adolescents. Journal of Community Psychology, 38(1), 80–98. https://doi.org/10.1002/jcop.20353.CrossRef

Yeung, R., & Leadbeater, B. (2007). Does hostile attributional bias for relational provocations mediate the short-term association between relational victimization and aggression in preadolescence? Journal of Youth and Adolescence: A Multidisciplinary Research Publication, 36(8), 973–983. https://doi.org/10.1007/s10964-006-9162-2.CrossRef

Xie, H., Swift, D., Cairns, B., & Cairns, R. (2002). Aggressive behaviors in social interaction and developmental adaptation: A narrative analysis of interpersonal conflicts during early adolescence. Social Development, 11(2), 205–224. https://doi.org/10.1111/1467-9507.00195.CrossRef

Titel: Relational Peer Victimization as a Predictor of Academic Engagement
Auteurs: Camila Polanco
Brooke S. Paskewich
Stephen S. Leff
Tracy E. Waasdorp
Publicatiedatum: 05-11-2022
Uitgeverij: Springer US
Gepubliceerd in: Journal of Child and Family Studies / Uitgave 7/2023
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI: https://doi.org/10.1007/s10826-022-02470-3

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 7/2023

Understanding the Experiences of Mothers with Academic Socialization in South Korea: A Phenomenological Approach

Social Interactions and Changes in Children’s Emotional Experience During Play: A Brief Ecological Momentary Assessment Study

Implicit Self Esteem Moderates the Association Between Explicit Self Esteem and Externalizing Behaviors

Explaining Adolescent Problematic Behavior: An Application of the Family Stress Model and the Family Investment Model

Dynamic Associations among Caregiver Romantic Satisfaction, Depressive Symptoms, and School-aged Child Problem Behavior

Interparental Relationship Satisfaction from Nine Months to Nine Years and Children’s Socioemotional Competencies at Nine Years