Associations Between Peer Victimization and Academic Performance

Dorothy L. Espelage, Jun Sung Hong, Mrinalini A. Rao, Sabina Low

Research output: Contribution to journalArticle

35 Citations (Scopus)

Abstract

This article reviews the extant literature on the links between peer victimization and academic performance and engagement among children and adolescents. Although most of the research on this association is based on cross-sectional investigations, research using longitudinal designs is starting to point to the fact that peer victimization does impact changes in academic performance over time. This research also points to several mediators and moderators that explain the association between repeated victimization and academic challenges, including peer rejection, depression, and decreases in students' sense of school belonging. Teachers and administrators should address peer victimization through programs and frameworks such as positive behavior intervention supports and social-emotional learning approaches. These programs decrease aggression and victimization, increase peer acceptance and social competence, and improve academic engagement and test scores.

Original languageEnglish (US)
Pages (from-to)233-240
Number of pages8
JournalTheory into Practice
Volume52
Issue number4
DOIs
StatePublished - Oct 2013

Fingerprint

victimization
performance
social competence
moderator
aggression
acceptance
adolescent
teacher
school
learning
student

ASJC Scopus subject areas

  • Education

Cite this

Associations Between Peer Victimization and Academic Performance. / Espelage, Dorothy L.; Hong, Jun Sung; Rao, Mrinalini A.; Low, Sabina.

In: Theory into Practice, Vol. 52, No. 4, 10.2013, p. 233-240.

Research output: Contribution to journalArticle

Espelage, Dorothy L. ; Hong, Jun Sung ; Rao, Mrinalini A. ; Low, Sabina. / Associations Between Peer Victimization and Academic Performance. In: Theory into Practice. 2013 ; Vol. 52, No. 4. pp. 233-240.
@article{fbfae85206c44e5f9dcfba08c3fb3ca2,
title = "Associations Between Peer Victimization and Academic Performance",
abstract = "This article reviews the extant literature on the links between peer victimization and academic performance and engagement among children and adolescents. Although most of the research on this association is based on cross-sectional investigations, research using longitudinal designs is starting to point to the fact that peer victimization does impact changes in academic performance over time. This research also points to several mediators and moderators that explain the association between repeated victimization and academic challenges, including peer rejection, depression, and decreases in students' sense of school belonging. Teachers and administrators should address peer victimization through programs and frameworks such as positive behavior intervention supports and social-emotional learning approaches. These programs decrease aggression and victimization, increase peer acceptance and social competence, and improve academic engagement and test scores.",
author = "Espelage, {Dorothy L.} and Hong, {Jun Sung} and Rao, {Mrinalini A.} and Sabina Low",
year = "2013",
month = "10",
doi = "10.1080/00405841.2013.829724",
language = "English (US)",
volume = "52",
pages = "233--240",
journal = "Theory into Practice",
issn = "0040-5841",
publisher = "Routledge",
number = "4",

}

TY - JOUR

T1 - Associations Between Peer Victimization and Academic Performance

AU - Espelage, Dorothy L.

AU - Hong, Jun Sung

AU - Rao, Mrinalini A.

AU - Low, Sabina

PY - 2013/10

Y1 - 2013/10

N2 - This article reviews the extant literature on the links between peer victimization and academic performance and engagement among children and adolescents. Although most of the research on this association is based on cross-sectional investigations, research using longitudinal designs is starting to point to the fact that peer victimization does impact changes in academic performance over time. This research also points to several mediators and moderators that explain the association between repeated victimization and academic challenges, including peer rejection, depression, and decreases in students' sense of school belonging. Teachers and administrators should address peer victimization through programs and frameworks such as positive behavior intervention supports and social-emotional learning approaches. These programs decrease aggression and victimization, increase peer acceptance and social competence, and improve academic engagement and test scores.

AB - This article reviews the extant literature on the links between peer victimization and academic performance and engagement among children and adolescents. Although most of the research on this association is based on cross-sectional investigations, research using longitudinal designs is starting to point to the fact that peer victimization does impact changes in academic performance over time. This research also points to several mediators and moderators that explain the association between repeated victimization and academic challenges, including peer rejection, depression, and decreases in students' sense of school belonging. Teachers and administrators should address peer victimization through programs and frameworks such as positive behavior intervention supports and social-emotional learning approaches. These programs decrease aggression and victimization, increase peer acceptance and social competence, and improve academic engagement and test scores.

UR - http://www.scopus.com/inward/record.url?scp=84885355175&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84885355175&partnerID=8YFLogxK

U2 - 10.1080/00405841.2013.829724

DO - 10.1080/00405841.2013.829724

M3 - Article

AN - SCOPUS:84885355175

VL - 52

SP - 233

EP - 240

JO - Theory into Practice

JF - Theory into Practice

SN - 0040-5841

IS - 4

ER -