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

Social-psychological and educational outcomes associated with peer victimization among Korean adolescents

2016 ◽  
Vol 41 (3) ◽  
pp. 329-340 ◽  
Author(s):  
Rosa Minhyo Cho ◽  
Jaesung Choi
Keyword(s):  
Academic Achievement ◽  
Peer Victimization ◽  
School Engagement ◽  
Sixth Graders ◽  
Policy Implications ◽  
Negative Effects ◽  
Korean Adolescents ◽  
Relational Bullying ◽  
Effects Of Bullying ◽  
Self Worth

This study examines the effects of peer victimization by verbal, physical, and relational bullying on Korean adolescents’ self-worth, disconnect to peers, school engagement, and academic achievement. A two-year longitudinal survey on 3,266 sixth-graders attending school in Seoul, Korea was used. Multivariate regression results controlling for socio-demographic characteristics as well as initial levels of outcome indicated that youth bullied by their peers experienced greater difficulties than non-bullied peers in terms of self-worth, disconnect to peers, school engagement, and academic achievement. Results revealed that youth experiencing relational bullying suffered from large negative effects on all four adjustment outcomes and that the negative effects of bullying were generally limited to the period of victimization with little evidence for chronicity effects. Limitations as well as policy implications are further discussed.

School Success and School Engagement of Immigrant Children and Adolescents

2013 ◽  
Vol 18 (2) ◽  
pp. 126-135 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Ann S. Masten
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Children And Adolescents ◽  
School Engagement ◽  
School Success ◽  
Immigrant Children ◽  
Integrative Model ◽  
High Stakes ◽  
The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

scholarly journals Maternal depressive symptoms and children's academic performance: sex differences in the mediating role of school experiences

2020 ◽  
pp. 1-10
Author(s):  
Marilyn N. Ahun ◽  
Lamprini Psychogiou ◽  
Frédéric Guay ◽  
Michel Boivin ◽  
Richard E. Tremblay ◽  
...  
Keyword(s):  
Sex Differences ◽  
Depressive Symptoms ◽  
Peer Victimization ◽  
School Engagement ◽  
School Experiences ◽  
Maternal Depressive Symptoms ◽  
Reading And Writing ◽  
Mediating Role ◽  
Writing Scores

Abstract Background Maternal depressive symptoms (MDSs) are negatively associated with children's academic performance, with stronger effects sometimes reported in boys. However, few studies have tested the mechanisms of this association. We examined the mediating role of school engagement and peer victimization in this association and tested for sex differences. Methods Participants were 1173 families from a population-based longitudinal Canadian study. MDSs were self-reported annually using the Centre for Epidemiologic Studies Depression Scale (child's age: 5 months to 5 years). Data on mediators (peer victimization, cognitive, behavioral, and emotional school engagement) were reported annually from ages 6–10 by multiple informants including children, parents, and teachers using items from validated scales. Mathematics, reading, and writing exam scores at age 12 were obtained from standardized exams administered by Québec's Ministry of Education and Teaching. Structural equation modeling was used to test mediation by school experiences in boys and girls. Results Exposure to MDSs was negatively associated with mathematics, reading, and writing scores in girls and with mathematics only in boys. Cognitive and behavioral engagement significantly mediated the association between MDSs and mathematics, reading, and writing scores in girls. There were no significant mediators for boys. Conclusions Prevention and intervention strategies aiming to improve school engagement might be beneficial for daughters of mothers experiencing depressive symptoms. Further research is needed to replicate these findings and to identify the mechanisms explaining this association in boys.

School Burnout Inventory (SBI)

2009 ◽  
Vol 25 (1) ◽  
pp. 48-57 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Noona Kiuru ◽  
Esko Leskinen ◽  
Jari-Erik Nurmi
Keyword(s):  
Academic Achievement ◽  
High Schools ◽  
Depressive Symptoms ◽  
School Engagement ◽  
Three Dimensions ◽  
Vocational Schools ◽  
Validity And Reliability ◽  
Reliability Indices ◽  
Upper Secondary ◽  
School Burnout

This study introduces a measure for school burnout and examines its validity and reliability among students in upper secondary high schools and vocational schools by using confirmatory factor analysis. School-related burnout comprises three dimensions: (a) exhaustion at school, (b) cynicism toward the meaning of school, and (c) sense of inadequacy at school. A total of 1418 (709 girls, 709 boys) adolescents from 13 postcomprehensive schools (6 upper secondary high schools, 7 vocational schools) filled in a questionnaire concerning their school burnout and background variables. The results showed that the three-factor solution, compared to one- or two-factor solutions, fit the data best and also gave the best reliability indices. The three theoretically-derived dimensions of school burnout were closely related but separate constructs. Finally, concurrent validity for the School-Burnout Inventory (SBI) was found when the correlations of depressive symptoms, school engagement, and academic achievement with each of the three dimensions of school burnout were examined: The more depressive symptoms adolescents suffered, the more exhaustion, cynicism, and inadequacy they reported; and the lower their academic achievement and school engagement, the more cynicism and inadequacy they reported.

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
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