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| Autor/inn/en | Jenkins, Lyndsay N.; Demaray, Michelle Kilpatrick |
|---|---|
| Titel | Indirect Effects in the Peer Victimization-Academic Achievement Relation: The Role of Academic Self-Concept and Gender |
| Quelle | In: Psychology in the Schools, 52 (2015) 3, S.235-247 (13 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0033-3085 |
| DOI | 10.1002/pits.21824 |
| Schlagwörter | Peer Groups; Victims; Bullying; Academic Achievement; Self Concept; Academic Ability; Gender Differences; Correlation; Structural Equation Models; Middle School Students; Emotional Disturbances; Role |
| Abstract | Peer victimization is a concern because victimized youth are more likely to have social, emotional, and academic difficulties. The current study examined the link between peer victimization and academic achievement by exploring the indirect effect of academic self-concept on two variables. The sample consisted of 140 middle school students (40% male, 60% female). Using structural equation modeling, a mediation model revealed a significant indirect effect of victimization on academic achievement through academic self-concept; however, when tested for gender differences, the indirect effect was only significant for girls. Interpretation of these results and suggestions for future studies are discussed. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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