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Victimization in the Peer Group and Children’s Academic Functioning


File number :
CS-PC-27e

Bibliographic reference :
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.

Abstract :

This American longitudinal study focused on the correlation between academic achievement and victimization in the peer group (physical or verbal harassment). Although the effect of victimization on psychosocial functioning had already been well documented, few research projects focused on its effect on students’ academic functioning. Moreover, most researchers who looked into this issue examined early school years and early adolescence in particular.

This study focused more specifically on the later years of elementary school. The direct link between victimization and academic achievement was examined. The authors also sought to determine whether depressive symptoms, likely the result of victimization, could exert a mediating influence on this link.

Research Hypotheses
To achieve their end, the authors set forth the following hypotheses:

1) Victimization observed at the first data collection (T1) predicts academic achievement observed at the second data collection (T2); in other words, a high level of victimization predicts poor academic performance. The link between victimization and academic achievement is unidirectional, with poor academic achievement at T1 not leading to increases in victimization at T2;

2) Victimization observed at T1 is associated with increases in depressive symptoms at T2. This relationship is unidirectional, but depression observed at T1 is not predictive of increases in victimization at T2;

3) Depressive symptoms (e.g., impaired concentration, loss of energy and negative self-concept) is detrimental to academic achievement and influences the relationship between victimization and academic achievement.

Study Description
The overall sample involved 199 students from two elementary schools in the city of Los Angeles (California) serving a multiethnic and low socio-economic population.

Data were collected on two occasions: at the onset of the study, as elementary students were enrolled in 3rd and 4th grades, and one year later, as they were in 4th and 5th grades.

Data on the level of victimization experienced by each student were collected through questionnaires administered to these students and their teachers (Social Behavior Rating Scale). Data on depression were collected using the Children’s Depression Inventory that students were asked to complete. Lastly, academic achievement was documented with results obtained from the Stanford Achievement Test in mathematics and reading and each student’s school record.

Main Results
Results confirmed the detrimental effect of victimization observed at T1 on academic performance at T2. The relationship was multidirectional, with poor academic performance at T1 not predictive of a higher level of victimization at T2.

The results also helped to establish depression as a potential mediating process in the relationship between victimization and academic achievement. Indeed, a high level of victimization increases the likelihood of depressive symptoms, which in turn increase risks of school failure. However, the authors cautioned that the depressive trend might reflect difficulties of other orders that can also lead to school failure.



Links :
This journal is also available in electronic format.

Key Words :
Behavioural Disorders, Victimization, Depression, Academic Performance, Longitudinal Study, Elementary, Primary, Newsletter3

Monitored Countries :
United States