Predictive relations between peer victimization and academic achievement in Chinese children.

2014 ◽  
Vol 29 (1) ◽  
pp. 89-98 ◽  
Author(s):  
Junsheng Liu ◽  
Amanda Bullock ◽  
Robert J. Coplan
Keyword(s):  
Academic Achievement ◽  
Peer Victimization ◽  
Chinese Children ◽  
Predictive Relations

Developmental cascade models linking peer victimization, depression, and academic achievement in Chinese children

2017 ◽  
Vol 36 (1) ◽  
pp. 47-63 ◽  
Author(s):  
Junsheng Liu ◽  
Amanda Bullock ◽  
Robert J. Coplan ◽  
Xinyin Chen ◽  
Dan Li ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Peer Victimization ◽  
Chinese Children ◽  
Cascade Models

scholarly journals Peer Victimization and Effortful Control: Relations to School Engagement and Academic Achievement

2010 ◽  
Vol 56 (3) ◽  
pp. 361-387 ◽  
Author(s):  
Roopa V. Iyer ◽  
Becky Kochenderfer-Ladd ◽  
Nancy Eisenberg ◽  
Marilyn Thompson
Keyword(s):  
Academic Achievement ◽  
Peer Victimization ◽  
School Engagement ◽  
Effortful Control

Peer Victimization, Poor Academic Achievement, and the Link Between Childhood Externalizing and Internalizing Problems

2012 ◽  
Vol 83 (5) ◽  
pp. 1775-1788 ◽  
Author(s):  
Pol A. C. van Lier ◽  
Frank Vitaro ◽  
Edward D. Barker ◽  
Mara Brendgen ◽  
Richard E. Tremblay ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Peer Victimization ◽  
Internalizing Problems ◽  
Externalizing And Internalizing Problems

Aggression, social competence, and academic achievement in Chinese children: A 5-year longitudinal study

2010 ◽  
Vol 22 (3) ◽  
pp. 583-592 ◽  
Author(s):  
Xinyin Chen ◽  
Xiaorui Huang ◽  
Lei Chang ◽  
Li Wang ◽  
Dan Li
Keyword(s):  
Academic Achievement ◽  
Longitudinal Study ◽  
Social Competence ◽  
School Performance ◽  
Indirect Effects ◽  
Structural Equation ◽  
Chinese Children ◽  
Equation Modeling ◽  
Cascade Effects ◽  
School Records

AbstractThe primary purpose of this longitudinal study was to examine, in a sample of Chinese children (initial M age = 8 years, N = 1,140), contributions of aggression to the development of social competence and academic achievement. Five waves of panel data on aggression and social and school performance were collected from peer evaluations, teacher ratings, and school records in Grades 2 to 5. Structural equation modeling revealed that aggression had unique effects on later social competence and academic achievement after their stabilities were controlled, particularly in the junior grades. Aggression also had significant indirect effects on social and academic outcomes through multiple pathways. Social competence and academic achievement contributed to the development of each other, but not aggression. The results indicate cascade effects of aggression in Chinese children from a developmental perspective.

Perceived Family and Friend Support Moderate Pathways From Peer Victimization to Substance Use in Early-Adolescent Girls and Boys: A Moderated-Mediation Analysis

2020 ◽  
Vol 41 (1) ◽  
pp. 128-166 ◽  
Author(s):  
Anna Vannucci ◽  
Tessa R. Fagle ◽  
Emily G. Simpson ◽  
Christine McCauley Ohannessian
Keyword(s):  
Academic Achievement ◽  
Gender Differences ◽  
Substance Use ◽  
Depressive Symptoms ◽  
Peer Victimization ◽  
Moderated Mediation ◽  
Mediation Model ◽  
Friend Support ◽  
Moderated Mediation Model ◽  
The Relationship

This study examined gender differences in a moderated-mediation model examining whether perceived social support moderated depressive symptom and academic achievement mediation pathways from peer victimization to substance use among 1,334 U.S. early adolescents (11-14 years, 50% girls, 51% White). Surveys were administered in schools at three 6-month intervals. Multiple group analyses suggested that the moderated-mediation model differed for boys and girls. Indirect effects suggested that declines in academic achievement mediated the relationship between peer victimization and substance use for girls and boys, while elevated depressive symptoms mediated this relationship for girls only. Higher family and friend support attenuated the relationship between overt victimization and academic achievement for boys and between relational victimization and depressive symptoms for girls. These findings implicate two risk pathways that account for why peer victimization enhances substance use risk and emphasize the importance of perceived support following peer victimization during early adolescence. Gender differences require replication.

Self-perceptions of competence in Brazilian, Canadian, Chinese and Italian children: Relations with social and school adjustment

2004 ◽  
Vol 28 (2) ◽  
pp. 129-138 ◽  
Author(s):  
Xinyin Chen ◽  
Carla Zappulla ◽  
Alida Lo Coco ◽  
Barry Schneider ◽  
Violet Kaspar ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Social Competence ◽  
Peer Acceptance ◽  
School Adjustment ◽  
School Achievement ◽  
Chinese Children ◽  
Self Perceptions ◽  
Self Worth ◽  
Canadian Chinese ◽  
Italian Children

The purpose of the present study was to examine relations between self-perceptions of competence and social, behavioural, and school adjustment in Brazilian, Canadian, Chinese, and Italian children. Self-perception data were collected through children’s self-reports. Information about social behaviours, peer acceptance, and school achievement was obtained from peer assessments and teacher ratings. Multi-group analyses revealed similar patterns of relations between self-perceptions in scholastic and general self-worth domains and social and school performance in the four samples. However, the relations between self-perceptions of social competence and shyness and academic achievement were different across these samples. Self-perceptions of social competence was negatively associated with shyness in Brazilian, Canadian, and Italian children, but not in the Chinese children, and positively associated with academic achievement in Canadian and Chinese children, but not in Brazilian and Italian children. Similarities and differences in the patterns of relations between self-perceptions and social and school adjustment across cultures indicate that the self system may be a culture-general as well as culture-specific phenomenon.

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