Peer Victimization Trajectories from Kindergarten through High School: Differential Pathways for Children's School Engagement and Achievement?

Autor/inn/en	Ladd, Gary W.; Ettekal, Idean; Kochenderfer-Ladd, Becky
Titel	Peer Victimization Trajectories from Kindergarten through High School: Differential Pathways for Children's School Engagement and Achievement?
Quelle	In: Journal of Educational Psychology, 109 (2017) 6, S.826-841 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000177
Schlagwörter	Victims; Bullying; Peer Relationship; Stress Variables; Academic Achievement; Self Concept; Kindergarten; Elementary Secondary Education; Correlation; Statistical Analysis; Learner Engagement; Student School Relationship; Scores; Incidence; Developmental Stages; Longitudinal Studies; Measures (Individuals); Achievement Tests; Rating Scales; Teacher Attitudes; Gender Differences; Student Adjustment; Factor Analysis; Wide Range Achievement Test; Perceived Competence Scale for Children + Suchen Sie Ihr Suchwort? Victim; Opfer; Mobbing; Peer-Beziehungen; Schulleistung; Selbstkonzept; Korrelation; Statistische Analyse; Schüler-Lehrer-Beziehung; Vorkommen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Messdaten; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Rating-Skala; Lehrerverhalten; Geschlechterkonflikt; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Faktorenanalyse
Abstract	This investigation's aims were to map prevalence, normative trends, and patterns of continuity or change in school-based peer victimization throughout formal schooling (i.e., Grades K-12), and determine whether specific victimization patterns (i.e., differential trajectories) were associated with children's academic performance. A sample of 383 children (193 girls) was followed from kindergarten (M[subscript age] = 5.50) through Grade 12 (M[subscript age] = 17.89), and measures of peer victimization, school engagement, academic self-perceptions, and achievement were repeatedly administered across this epoch. Although it was the norm for victimization prevalence and frequency to decline across formal schooling, 5 trajectory subtypes were identified, capturing differences in victimization frequency and continuity (i.e., high-chronic, moderate-emerging, early victims, low victims, and nonvictims). Consistent with a chronic stress hypothesis, high-chronic victimization consistently was related to lower--and often prolonged--disparities in school engagement, academic self-perceptions, and academic achievement. For other victimization subtypes, movement into victimization (i.e., moderate-emerging) was associated with lower or declining scores on academic indicators, and movement out of victimization (i.e., early victims) with higher or increasing scores on these indicators (i.e., "recovery"). Findings provide a more complete account of the overall prevalence, stability, and developmental course of school-based peer victimization than has been reported to date. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01