The International Observatory on Academic Achievement - Documentary search

File number :
CS-PC-26e

Bibliographic reference :
Bush, E.S., Ladd, G.W., & Herald, S.L. (2006). Peer Exclusion and Victimization: Processes that Mediate the Relation Between Peer Group Rejection and Children’s Classroom Engagement and Achievement?, Journal of Educational Psychology, 98(1), 1-13.

Abstract :

Research Overview
In this American study, the authors’ objective was to validate a model accounting for the link between peer relationship and school adjustment. This model had already been the object of a study conducted with kindergarten students, but the researchers wanted to further the analysis more particularly by examining this model in a longitudinal study.

The following hypotheses were set forth:
1) Peer rejection observed in kindergarten predicts two forms of maltreatment of which students are likely to be the target: exclusion (non-aggressive rejecting behaviour, e.g., being ignored) and victimization (aggressive attitudes, physical and verbal abuse);
2) These two forms of maltreatment exert different influences on classroom engagement. Exclusion influences the level of classroom participation, while victimization influences school avoidance;
3) Less classroom participation and increased school avoidance predict poorer academic achievement.

Methodology
The overall sample involved 380 students from a midwestern United States area. These students were followed from kindergarten to 5th grade.

Peer rejection/acceptance was assessed in kindergarten using a sociometric measuring scale. Measures of exclusion and victimization were taken each year from kindergarten to 5th grade. Data on classroom participation and school avoidance were collected in 3rd and 5th grades. Data on academic achievement were collected using the Wide Range Achievement Test subscales (reading, spelling and mathematics). The aggressive and withdrawn behaviours of kindergarten students were also measured.

Main Results
Results highlighted the long-term detrimental effects of peer rejection observed in kindergarten. The results also revealed that:

1) Students accepted by their peers in kindergarten were less likely to be excluded and victimized during later years. These students also obtained better academic results. In comparison, students rejected by their peers in kindergarten were more likely to be excluded and victimized during later years;

2) Students identified as aggressive in kindergarten were more likely to experience chronic exclusion and victimization by their peers. Students identified as withdrawn in kindergarten were more likely to experience exclusion only;

3) Exclusion and victimization gave rise to different forms of school disengagement. Chronically victimized students exhibited more school avoidance while excluded students participated less in class;

4) Exclusion, through its effect on classroom participation, was more detrimental to observed academic progress, in comparison to victimization.

The authors concluded by emphasizing that a better understanding of the various forms of maltreatment arising in the school context and their potential effects on school adjustment over the long term is instrumental in the development of effective intervention programs.

Links :
This journal is also available in electronic format.

Key Words :
Interpersonal Relationships, Victimization, Exclusion, Rejection, School Adjustment, Classroom Participation, Engagement, School Avoidance, Quantitative Analysis, Preschool, Primary, Newsletter3

Monitored Countries :
United States