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INDIRECT EFFECTS IN THE PEER VICTIMIZATION‐ACADEMIC ACHIEVEMENT RELATION: THE ROLE OF ACADEMIC SELF‐CONCEPT AND GENDER
Author(s) -
Jenkins Lyndsay N.,
Demaray Michelle Kilpatrick
Publication year - 2015
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.21824
Subject(s) - psychology , academic achievement , mediation , structural equation modeling , peer victimization , developmental psychology , peer relations , self concept , peer group , social psychology , poison control , human factors and ergonomics , medicine , environmental health , statistics , mathematics , political science , law
Peer victimization is a concern because victimized youth are more likely to have social, emotional, and academic difficulties. The current study examined the link between peer victimization and academic achievement by exploring the indirect effect of academic self‐concept on two variables. The sample consisted of 140 middle school students (40% male, 60% female). Using structural equation modeling, a mediation model revealed a significant indirect effect of victimization on academic achievement through academic self‐concept; however, when tested for gender differences, the indirect effect was only significant for girls. Interpretation of these results and suggestions for future studies are discussed.