TY - JOUR
T1 - Peer victimization trajectories from kindergarten through high school
T2 - Differential pathways for children's school engagement and achievement?
AU - Ladd, Gary
AU - Ettekal, Idean
AU - Ladd, Becky
N1 - Publisher Copyright:
© 2017 American Psychological Association.
PY - 2017/8
Y1 - 2017/8
N2 - 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., highchronic, 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.
AB - 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., highchronic, 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.
KW - Achievement
KW - Peer relations
KW - Peer victimization
KW - School engagement
KW - Trajectories of peer victimization
UR - http://www.scopus.com/inward/record.url?scp=85011357490&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85011357490&partnerID=8YFLogxK
U2 - 10.1037/edu0000177
DO - 10.1037/edu0000177
M3 - Article
AN - SCOPUS:85011357490
SN - 0022-0663
VL - 109
SP - 826
EP - 841
JO - Journal of Educational Psychology
JF - Journal of Educational Psychology
IS - 6
ER -