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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

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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.
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Metagegevens
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

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