Associations between Peer Victimization and Academic Performance

Autor/inn/en	Espelage, Dorothy L.; Hong, Jun Sung; Rao, Mrinalini A.; Low, Sabina
Titel	Associations between Peer Victimization and Academic Performance
Quelle	In: Theory Into Practice, 52 (2013) 4, S.233-240 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2013.829724
Schlagwörter	Peer Groups; Victims; Bullying; Intervention; Social Development; Emotional Development; Interpersonal Competence; Peer Acceptance; Aggression; Correlation; Academic Achievement; Case Studies; Rejection (Psychology); Depression (Psychology); Student School Relationship; Middle School Students; Educational Research; Program Development; Prosocial Behavior; Literature Reviews + Suchen Sie Ihr Suchwort? Gleichaltrigengruppe; Peer Group; Victim; Opfer; Mobbing; Soziale Entwicklung; Gefühlsbildung; Interpersonale Kompetenz; Korrelation; Schulleistung; Case study; Fallstudie; Case Study; Ablehnung; Schüler-Lehrer-Beziehung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Bildungsforschung; Pädagogische Forschung; Programmplanung
Abstract	This article reviews the extant literature on the links between peer victimization and academic performance and engagement among children and adolescents. Although most of the research on this association is based on cross-sectional investigations, research using longitudinal designs is starting to point to the fact that peer victimization does impact changes in academic performance over time. This research also points to several mediators and moderators that explain the association between repeated victimization and academic challenges, including peer rejection, depression, and decreases in students' sense of school belonging. Teachers and administrators should address peer victimization through programs and frameworks such as positive behavior intervention supports and social-emotional learning approaches. These programs decrease aggression and victimization, increase peer acceptance and social competence, and improve academic engagement and test scores. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10