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Citation |
Juvonen J, Yueyan Wang, Espinoza G. J. Early Adolesc. 2011; 31(1): 152-173. |
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Copyright |
(Copyright © 2011, SAGE Publishing) |
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DOI |
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PMID |
unavailable |
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Abstract |
The goal of the study was to examine whether bullying experiences are associated with lower academic performance across middle school among urban students.The ethnically diverse sample was drawn from a longitudinal study of 2,300 sixth graders (44% Latino, 26% African American, 10% Asian, 10% White, and 10% mixed) from 11 public middle schools. Results of multilevel models (MLMs) showed that grade point averages and teacher-rated academic engagement were each predicted by both self-perceptions of victimization and peer nominations of victim reputation, controlling for demographic and school-level differences as well as overall declines in academic performance over time. Further MLM analyses suggested that most of the victimization effect was due to between-subject differences, as opposed to within-subject fluctuations, in victimization over time. The results of the study suggest that peer victimization cannot be ignored when trying to improve educational outcomes in urban middle schools. |