Peer Victimization, Learning Flow, and Academic Achievement: Longitudinal Relations among Chinese Elementary School Students

Autor/inn/en	Liu, Minjia; Huebner, E. Scott; Tian, Lili
Titel	Peer Victimization, Learning Flow, and Academic Achievement: Longitudinal Relations among Chinese Elementary School Students
Quelle	In: School Psychology, 37 (2022) 2, S.133-146 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000484
Schlagwörter	Foreign Countries; Victims; Peer Relationship; Bullying; Academic Achievement; Elementary School Students; Grade 3; Grade 4; Aggression; Computer Mediated Communication; Predictor Variables; Psychological Patterns; China + Suchen Sie Ihr Suchwort? Ausland; Victim; Opfer; Peer-Beziehungen; Mobbing; Schulleistung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Computerkonferenz; Prädiktor
Abstract	This study explored the relations among peer victimization (i.e., physical, relational, and cyberbullying victimization), learning flow, and academic achievement among elementary school students, using a seven-wave longitudinal design across four consecutive semesters. Participants were 1,440 students from Grades 3 and 4 in China (M[subscript age] = 9.91 years, 52.4% male). Measures of peer victimization and learning flow were completed in the middle of every semester, from the second to fourth semesters. Academic achievement was measured via students' final exam scores in Chinese, Math, and English at the end of each semester. The results indicated that: (a) relational victimization, but not physical and cyberbullying victimization, directly predicted subsequent lower academic achievement; in the reverse path, lower academic achievement predicted all three types of subsequent peer victimization; (b) learning flow directly predicted academic achievement and vice versa; and (c) learning flow mediated the relations between the three types of peer victimization and lower academic achievement. The findings suggested that educational experiences are needed that both protect elementary school students from relational victimization and facilitate learning flow to promote students' academic achievement. (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	2024/1/01