center for victim research repository

Peer Victimization Trajectories From Kindergarten Through High School: Differential Pathways for Children’s School Engagement and Achievement

Show simple item record

dc.contributor.author Ladd, Gary
dc.contributor.author Ettekal, Idean
dc.contributor.author Kochenderfer-Ladd, Becky
dc.date.accessioned 2018-08-02T21:40:07Z
dc.date.available 2018-08-02T21:40:07Z
dc.date.issued 2017
dc.identifier.citation Ladd, Gary; Ettekal, Idean and Kochenderfer-Ladd, Becky (2017). Peer Victimization Trajectories From Kindergarten Through High School: Differential Pathways for Children’s School Engagement and Achievement. Journal of Educational Psychology: 109(6), 826 – 841. en_US
dc.identifier.uri https://www.apa.org/pubs/journals/releases/edu-edu0000177.pdf
dc.identifier.uri http://hdl.handle.net/20.500.11990/912
dc.description.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 (Mage 5.50) through Grade 12 (Mage 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 (Author Text) en_US
dc.language.iso en_US en_US
dc.publisher American Psychological Association (APA) en_US
dc.subject Longitudinal Study en_US
dc.subject Bullying en_US
dc.subject Peer-on-peer Abuse en_US
dc.subject Child-on-child Abuse en_US
dc.subject Youth Violence en_US
dc.subject Youth Perpetrators en_US
dc.subject Students en_US
dc.subject School Safety en_US
dc.subject School Violence en_US
dc.subject Consequences en_US
dc.subject Harms en_US
dc.subject Coping en_US
dc.subject Resilience en_US
dc.subject Physical Assault en_US
dc.subject Verbal Abuse en_US
dc.subject Emotional Abuse en_US
dc.subject Peer Relations en_US
dc.subject School Engagement en_US
dc.subject Achievement en_US
dc.subject Gossip en_US
dc.subject Boys en_US
dc.subject Girls en_US
dc.title Peer Victimization Trajectories From Kindergarten Through High School: Differential Pathways for Children’s School Engagement and Achievement en_US
dc.type Article en_US


Files in this item

Files Size Format View

There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record

Search


Browse

My Account