Is Peer Victimization Associated with Academic Achievement? A Meta‐analytic Review

By Jonathan Nakamoto, David Schwartz. 2010

658 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/991a97ac3f95f15103e5b17cd4139d8c2f1dda70

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Citations in the corpus

Bullying Experiences and Compromised Academic Performance Across Middle School Grades (2011, background): “A recent meta-analysis of 33 studies concluded that bullied students are more likely to earn lower grades and score lower on standardized achievement tests (Nakamoto & Schwartz, 2009).”
A Systematic Review and Meta-Analysis of Cyber-Victimization and Educational Outcomes for Adolescents (2017, methodology): “For example, one meta-analysis found a significant correlation between in-person victimization experiences and educational achievement problems (Nakamoto & Schwartz, 2010).”
Promoting Social Inclusion in Educational Settings: Challenges and Opportunities (2019, background): “Peer victimization experiences—ranging from covert rumors to overt name-calling and physical aggression—are potent stressors for school-age youth (Juvonen & Graham, 2014) and take a toll on students’ academic performance (Nakamoto & Schwartz, 2010).”
Perceptions of School Climate as a Function of Bullying Involvement (2014, background): “Being victimized by bullying is also associated with psychosomatic complaints (Gini & Pozzoli, 2009) and lower academic performance (Juvonen, Wang, & Espinoza, 2011; Nakamoto & Schwartz, 2010).”
Long-term effects of bullying (2013, background): “47 Those studies that distinguished between victims and bully/victims usually reported that bully/victims had a slightly higher risk for somatic and mental health problems than pure victims.”
Peer Victimization Trajectories From Kindergarten Through High School: Differential Pathways for Children’s School Engagement and Achievement? (2017, background): “A metaanalysis of existing evidence (e.g., Nakamoto & Schwartz, 2010) suggests that there is a small but significant negative association between victimization and children's achievement.”
Impact of Bullying in Childhood on Adult Health, Wealth, Crime and Social Outcomes (2013, positive): “Finally, victimization, particularly that of bully-victims, has been found to be associated with 1968 Wolke et al. poor concurrent academic achievement (Nakamoto & Schwartz, 2010).”
Bullying in schools: the state of knowledge and effective interventions (2017, background): “The main results show that adolescents who are bullied miss more school and show signs of poor school achievement (Nakamoto & Schwartz, 2009), report higher loneliness and poorer health (Fekkes, Pijpers, Fredriks, Vogels, & Verloove-Vanhorick, 2006), and greater levels of anxiety and depression…”
Cyberbullying in College (2014, positive): “A meta-analysis of 33 studies conducted by Nakamoto and Schwartz (2009) revealed a significant negative association between peer victimization and academic achievement in high school students, as measured by grades, student achievement scores, or teacher ratings of academic achievement.”
Psychological, physical, and academic correlates of cyberbullying and traditional bullying. (2013, background): “A meta-analysis of 33 studies [24] found a significant negative association between peer victimization and academic achievement, as measured by grades, student achievement scores, or teacher ratings of academic achievement.”
Racial/ethnic discrimination and well-being during adolescence: A meta-analytic review (2018, neutral): “…discrimination in adult populations (Pascoe & Smart Richman, 2009; Schmitt et al., 2014) and in metaanalyses on effects of general experiences of victimization in childhood and adolescence (Hawker & Boulton, 2000; Nakamoto & Schwartz, 2010; Reijntjes, Kamphuis, Prinzie, & Telch, 2010).”