学业成绩
心理学
同伴受害
发展心理学
同级组
同行认可
毒物控制
人为因素与人体工程学
医学
环境卫生
作者
Junsheng Liu,Amanda Bullock,Robert J. Coplan
出处
期刊:School Psychology Quarterly
[American Psychological Association]
日期:2014-03-01
卷期号:29 (1): 89-98
被引量:39
摘要
The goal of this study was to explore longitudinal associations between peer victimization and academic achievement in Chinese children. Participants were N = 805 3rd-grade students (486 boys, 319 girls; M(age) = 9.5 years, SD = 3 months) attending primary schools in Shanghai, People's Republic of China. At Time 1 and Time 2 (2 years later), peers nominated classmates who were victims of peer maltreatment using the Chinese version of the Revised Class Play (Chen, Rubin, & Sun, 1992), and teachers rated students' academic achievement. Among the results, peer victimization was negatively related to academic achievement at both time points. Also, peer victimization and academic achievement displayed considerable stability across the 2 years. Results from cross-lagged hierarchical analyses demonstrated that peer victimization at Grade 3 predicted lower academic achievement at Grade 5. However, academic achievement at Grade 3 was not predictive of peer victimization at Grade 5. These results suggest that peer victimization appears to function more as a precursor rather than a consequence of lower academic achievement. Results are discussed in terms of the cross-cultural similarities in the links between peer maltreatment and academic achievement and their educational implications.
科研通智能强力驱动
Strongly Powered by AbleSci AI