Peer Victimization and Academic Achievement in a Multiethnic Sample: The Role of Perceived Academic Self-Efficacy

By J. Thijs, M. Verkuyten. 2008

130 citations recorded by the source corpus.

This study examines the link between perceived peer victimization and academic adjustment in an ethnically diverse sample of 1,895 Grade 6 students nested within 108 school classes. It was hypothesized that students’ academic self-efficacy mediates the (negative) link between victimization experiences and academic achievement outcomes. Multilevel analyses were used to test this hypothesis and to explore whether there are differences between ethnic minority and majority group children. Results indicated that peer victimization was negatively associated with both relative class-based, and absolute test-based measures of academic achievement. These associations were similar across different school classes. As expected, the link between victimization and achievement was mediated by perceived academic selfefficacy, suggesting that victimized students did less well academically because they considered themselves to be less competent. The lower perceived self-efficacy of victimized children could be partly attributed to lower global self-esteem and depressed affect. Results were largely similar for ethnic minority and majority group children.

Subfields: Education, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/dfde16d7745c7837caa91197417d80f446af76df

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Citations in the corpus

Teachers Matter: An Examination of Student-Teacher Relationships, Attitudes Toward Bullying, and Bullying Behavior (2015, background): “…that involvement in bullying is related to many psychosocial difficulties, including academic difficulties, depressive symptoms, anxiety, low self-esteem, and suicidal ideation (Card & Hodges, 2008; Haynie et al., 2001; Lacey & Cornell, 2013; Smokowski & Kopasz, 2005; Thijs & Verkuyten, 2008).”
Associations Between Peer Victimization and Academic Performance (2013, background): “Empirical attempts to explain the academic consequences of peer victimization have primarily focused on the mediating role of psychological adjustment (Thijs & Verkuyten, 2008).”
Student Engagement, Academic Self-efficacy, and Academic Motivation as Predictors of Academic Performance (2015, background): “In research studies of student engagement and selfefficacy, these variables were seen to be highly related (Majer 2009; Thijs and Verkuyten 2008).”
Peer Victimization Trajectories From Kindergarten Through High School: Differential Pathways for Children’s School Engagement and Achievement? (2017, background): “In a concurrent study conducted with sixth graders, Thijs and Verkuyten (2008) found that peer victimization and perceived academic competence were negatively correlated.”
Factors Influencing Academic Motivation of Ethnic Minority Students: A Review (2018, background): “Strage (1999) Motivation: persistence, task involvement, and incremental views Motivation measured with 3 scales: persistence, task involvement, and incremental views Thijs and Verkuyten (2008) Academic self-efficacy.”