Abstract
Peer victimization can be detrimental to youth. This study examines a particular type of peer victimization, relational peer victimization, and its effect on students’ engagement in the classroom. We specifically investigate the longitudinal relationship between relational peer victimization and academic engagement in a sample of 204 Black 3rd through 5th grade elementary school students by utilizing multiple informants: students and their parents reported on relational peer victimization, and teachers reported on students’ academic engagement. Our findings showed convergence between student and parent reports of relational peer victimization and revealed that experiencing relational peer victimization during the beginning of the school year (fall) negatively predicts teacher reported academic engagement towards the end of the school year (spring). Our study suggests that relational peer victimization is a critical issue that educators and researchers should consider when trying to foster academic engagement. There is also a need for further research regarding the role that families play in providing support to Black relationally victimized youth.
Highlights
-
There was moderate correlation between parent and student self-reports of relational peer victimization, suggesting that family members communicate about school-related victimization incidences.
-
We ran separate regression models to examine whether parent or student self-reports of relational peer victimization differed in their associations with teacher reported academic engagement.
-
Both regression models demonstrated that relational peer victimization predicted lower academic engagement, even after controlling for overt peer victimization, overt aggression, and relational aggression.
Similar content being viewed by others
References
Appleton, J., Christenson, S., & Furlong, M. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369–386. https://doi.org/10.1002/pits.20303.
Aston, C., & Graves, Jr, S. (2016). Challenges and barriers to implementing a school-based Afrocentric intervention in urban schools: A pilot study of the Sisters of Nia cultural program. School Psychology Forum, 10(2), 165–176. https://search-ebscohost-com.udel.idm.oclc.org/login.aspx?direct=true&db=eue&AN=119790524&site=ehost-live
Barnes, T.N. (2019). Changing the landscape of social emotional learning in urban schools: What are we currently focusing on and where do we go from here? Urban Review, 51, 599–637. https://doi.org/10.1007/s11256-019-00534-1.
Belgrave, F. Z., Reed, M. C., Plybon, L. E., Butler, D. S., Allison, K. W., & Davis, T. (2004). An evaluation of Sisters of Nia: A cultural program for African American girls. Journal of Black Psychology, 30(3), 329–343. https://doi.org/10.1177/0095798404266063.
Bell, C., & Puckett, T. (2020). I want to learn but they won’t let me: Exploring the impact of school discipline on academic achievement. Urban Education. https://doi.org/10.1177/0042085920968629
Benhorin, S., & McMahon, S. D. (2008). Exposure to violence and aggression: Protective roles of social support among urban African American youth. Journal of Community Psychology, 36(6), 723–743. https://doi.org/10.1002/jcop.20252.
Bogart, L. M., Elliott, M. N., Klein, D. J., Tortolero, S. R., Mrug, S., Peskin, M. F., Davies, S. L., Schink, E. T., & Schuster, M. A. (2014). Peer victimization in fifth grade and health in tenth grade. Pediatrics, 133(3), 440–447. https://doi.org/10.1542/peds.2013-3510.
Bradshaw C. P., Waasdorp T. E., Pas E. T., Larson K. E., Johnson S. R. (2018). Coaching teachers in bullying detection and intervention. In Gordon J. (ed.) Bullying Prevention and Intervention at School. (pp. 53–72). Springer Nature. https://doi.org/10.1007/978-3-319-95414-1_4
Bradshaw, C. P., Waasdorp, T. E., Debnam, K. J., & Lindstrom Johnson, S. L. (2014). Measuring school climate in high schools: A focus on safety, engagement, and the environment. The Journal of School Health, 84, 593–604. https://doi.org/10.1111/josh.12186.
Bradshaw, C. P., & Waasdorp, T. E. (2019). Preventing bullying in schools: A social and emotional learning approach to prevention and early intervention. New York: Norton Publishing.
Brannan, S. A., & Kaufman, K. A. (2020). What inclusive practice means for students from marginalized groups. In Faiella, C. M., & Kroeger, S. D. (eds.) Inclusive Education: A Systematic Perspective, (pp. 41–57). Information Age Publishing Inc.
Brendgen, M., Poulin, F., & Denault, A.-S. (2019). Peer victimization in school and mental and physical health problems in young adulthood: Examining the role of revictimization at the workplace. Developmental Psychology, 55(10), 2219–2230. https://doi.org/10.1037/dev0000771.
Cappella, E., Kim, H. Y., Neal, J. W., & Jackson, D. R. (2014). Classroom peer relationships and behavioral engagement in elementary school: The role of social network equity. American Journal of Community Psychology, 52(3-4), 367–379. https://doi.org/10.1007/s10464-013-9603-5.
Carey, R. L., Polanco, C., & Blackman, H. (2022). Black adolescent boys’ perceived school mattering: From marginalization and selective love to radically affirming relationships. Journal of Research on Adolescence, 32(1), 151–169. https://doi.org/10.1111/jora.12706.
Carey, R. L., Yee, L. S., & DeMatthews, D. (2018). Power, penalty, and critical praxis: Employing intersectionality in educator practices to achieve school equity. The Educational Forum, 82(1), 111–130. https://doi.org/10.1080/00131725.2018.1381793.
Casas, J. F., & Bower, A. A. (2018). Developmental manifestations of relational aggression. In S. M. Coyne & J. M. Ostrov (Eds.), The development of relational aggression (pp. 29–48). Oxford University Press. https://doi.org/10.1093/oso/9780190491826.003.0003.
Casper, D., & Card, N. (2017). Overt and relational victimization: A meta-analytic review of their overlap and associations with social-psychological adjustment. Child Development, 88(2), 466–483. https://doi.org/10.1111/cdev.12621.
Christenson, S. L., Reschly, A. L., & Wylie, C. (Eds.). (2012). Handbook of research on student engagement. Springer Science & Business Media.
Cole, D., Maxwell, M., Dukewich, T., & Yosick, R. (2010). Targeted peer victimization and the construction of positive and negative self-cognitions: Connections to depressive symptoms in children. Journal of Clinical Child and Adolescent Psychology, 39(3), 421–435. https://doi.org/10.1080/15374411003691776.
Collins, W. A., & van Dulmen, M. (2006). The significance of middle childhood peer competence for work and relationships in early adulthood. In A. C. Huston & M. N. Ripke (Eds.), Cambridge Studies in Social and Emotional Development. Developmental Contexts in Middle Childhood: Bridges to Adolescence and Adulthood (p. 23–40). Cambridge University Press. https://doi.org/10.1017/CBO9780511499760.003.
Cornell, D., Gregory, A., Huang, F., & Fan, X. (2013). Perceived prevalence of teasing and bullying predicts high school dropout rates. Journal of Educational Psychology, 105(1), 138–149. https://doi.org/10.1037/a0030416.
Crick, N. R. (2006). Children’s Social Behavior—Parent Report. Unpublished manual, University of Minnesota.
Crick, N. R., & Bigbee, M. A. (1998). Relational and overt forms of peer victimization: A multiinformant approach. Journal of Consulting and Clinical Psychology, 66(2), 337–347. https://doi.org/10.1037/0022-006X.66.2.337.
Crick, N. R., & Grotpeter, J. K. (1996). Children’s treatment by peers: Victims of relational and overt aggression. Development and Psychopathology, 8(2), 367–380. https://doi.org/10.1017/S0954579400007148.
Cullerton-Sen, C., & Crick, N. R. (2005). Understanding the effects of physical and relational victimization: The utility of multiple perspectives in predicting social-emotional adjustment. School Psychology Review, 34(2), 147–160. https://doi.org/10.1080/02796015.2005.12086280.
De Los Reyes, A., Ohannessian, C. M., & Racz, S. J. (2019). Discrepancies between adolescent and parent reports about family relationships. Child Development Perspectives, 13(1), 53–58. https://doi.org/10.1111/cdep.12306.
De Los Reyes, A., Augenstein, T. M., Wang, M., Thomas, S. A., Drabick, D. A. G., Burgers, D. E., & Rabinowitz, J. (2015). The validity of the multi-informant approach to assessing child and adolescent mental health. Psychological Bulletin, 141(4), 858–900. https://doi.org/10.1037/a0038498.
De Los Reyes, A., & Kazdin, A. (2005). Informant discrepancies in assessment of childhood psychopathology: A critical review. Psychological Bulletin, 131(4), 483–509. https://doi.org/10.1037/0033-2909.131.4.483.
Demaray, M., Malecki, C., Secord, S., & Lyell, K. (2013). Agreement among students’, teachers’, and parents’ perceptions of victimization by bullying. Children and Youth Services Review, 35(12), 2091–2100. https://doi.org/10.1016/j.childyouth.2013.10.018.
Desjardins, T., Yeung Thompson, R. S., Sukhawathanakul, P., Leadbeater, B. J., & MacDonald, S. W. S. (2013). Factor structure of the Social Experience Questionnaire across time, sex, and grade among early elementary school children. Psychological Assessment, 25(4), 1058–1068. https://doi.org/10.1037/a0033006.
Desjardins, T. L., & Leadbeater, B. J. (2011). Relational victimization and depressive symptoms in adolescence: Moderating effects of mother, father, and peer emotional support. Journal of Youth and Adolescence, 40(5), 531–544. https://doi.org/10.1007/s10964-010-9562-1.
DiPerna, J. C., & Elliott, S. N. (2000). Academic Competence Evaluation Scales. San Antonio, TX: The Psychological Corporation.
DiPerna, J. C., Volpe, R. J., & Elliott, S. N. (2005). A model of academic enablers and mathematics achievement in the elementary grades. Journal of School Psychology, 43(5), 379–392. https://doi.org/10.1016/j.jsp.2005.09.002.
DiPerna, J. C., Volpe, R. J., & Elliott, S. N. (2002). A model of academic enablers and elementary reading/language arts achievement. School Psychology Review, 31(3), 298–312. https://doi.org/10.1080/02796015.2002.12086157.
DiPerna, J. C., & Elliott, S. N. (1999). Development and validation of the Academic Competence Evaluation Scales. Journal of Psychoeducational Assessment, 17(3), 207–225. https://doi.org/10.1177/073428299901700302.
Early, M. C., Biggs, B. K., Makanui, K. P., Legerski, J. P., Van Allen, J., Elledge, A. R., & Whiteside, S. P. (2017). Specificity of peer difficulties to social anxiety in early adolescence: Categorical and dimensional analyses with clinical and community samples. Anxiety, Stress, & Coping, 30(6), 647–660. https://doi.org/10.1080/10615806.2017.1348296.
Edwards, E. C. (2021). Centering race to move towards an intersectional ecological framework for defining school safety for Black students. School Psychology Review, 50(2–3), 254–273. https://doi.org/10.1080/2372966X.2021.1930580.
Finkelhor, D., Turner, H. A., & Hamby, S. (2012). Let’s prevent peer victimization, not just bullying. Child Abuse and Neglect, 36(4), 271–274. https://doi.org/10.1016/j.chiabu.2011.12.001.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059.
Gibson, M. A. (2005). Promoting academic engagement among minority youth: Implications from John Ogbu’s Shaker Heights ethnography. International Journal of Qualitative Studies in Education, 18(5), 581–603. https://doi.org/10.1080/09518390500224853.
Glew, G., Fan, M., Katon, W., Rivara, F., & Kernic, M. (2005). Bullying, psychosocial adjustment, and academic performance in elementary school. Archives of Pediatrics & Adolescent Medicine, 159(11), 1026–1031. https://doi.org/10.1001/archpedi.159.11.1026.
Greenwood, C. R., Horton, B. T., & Utley, C. A. (2002). Academic engagement: Current perspectives on research and practice. School Psychology Review, 31(3), 328–349. https://doi.org/10.1080/02796015.2002.12086159.
Greer, W., Clark-Louque, A., Balogun, A., & Clay, A. (2022). Race-neutral doesn’t work: black males’ achievement, engagement, and school climate perceptions. Urban Education, 57(7), 1259–1287. https://doi.org/10.1177/0042085918804015.
Hoglund, W. L. G. (2007). School functioning in early adolescence: Gender-linked responses to peer victimization. Journal of Educational Psychology, 99(4), 683–699. https://doi.org/10.1037/0022-0663.99.4.683.
Hong, J. S., Peguero, A. A., Choi, S., Lanesskog, D., Espelage, D. L., & Lee, N. Y. (2014). Social ecology of bullying and peer victimization of Latino and Asian youth in the United States: A review of the literature. Journal of School Violence, 13(3), 315–338. https://doi.org/10.1080/15388220.2013.856013.
Hughes, J. (2010). What teacher preparation programs can do to better prepare teachers to meet the challenges of educating students living in poverty. Action in Teacher Education, 32(1), 54–64. https://doi.org/10.1080/01626620.2010.10463542.
Kawabata, Y., Crick, N. R., & Hamaguchi, Y. (2013). The association of relational and physical victimization with hostile attribution bias, emotional distress, and depressive symptoms: A cross-cultural study. Asian Journal of Social Psychology, 16(4), 260–270. https://doi.org/10.1111/ajsp.12030.
Jagers, R. J., Rivas-Drake, D., & Williams, B. (2019). Transformative social and emotional learning (SEL): Toward SEL in service of educational equity and excellence. Educational Psychologist, 54(3), 162–184. https://doi.org/10.1080/00461520.2019.1623032.
Jenkins, L., & Demaray, M. (2015). Indirect effects in the peer victimization-academic achievement relation: The role of academic self-concept and gender. Psychology in the Schools, 52(3), 235–247. https://doi.org/10.1002/pits.21824.
Jia, M., & Mikami, A. (2018). Issues in the assessment of bullying: Implications for conceptualizations and future directions. Aggression and violent behavior, 41, 108–118. https://doi.org/10.1016/j.avb.2018.05.004.
Jones, J. M., Lee, L. H., Matlack, A., & Zigarelli, J. (2018). Using sisterhood networks to cultivate ethnic identity and enhance school engagement. Psychology in the Schools, 55(1), 44–35. https://doi.org/10.1002/pits.22087.
Kaufman, T. M., Huitsing, G., & Veenstra, R. (2020). Refining victims’ self‐reports on bullying: Assessing frequency, intensity, power imbalance, and goal‐directedness. Social Development, 29(2), 375–390. https://doi.org/10.1111/sode.12441.
Knox, J., Gibson, S., Gönültaş, S., & Mulvey, K. L. (2021). School connectedness and bystander intervention: The moderating role of perceived exclusion and privilege among African American students. School Psychology Review, 50(2-3), 316–329. https://doi.org/10.1080/2372966X.2020.1846459.
Kotchick, B. A., Papadakis, A. A., Nettles, C., & Jobe, S. L. (2020). Peer victimization and depressive symptoms in early adolescents: The protective role of perceived supportive parenting. Journal of Child and Family Studies, 29, 1350–1362. https://doi.org/10.1007/s10826-019-01610-6.
Ladd, G. W., Ettekal, I., & Kochenderfer-Ladd, B. (2017). Peer victimization trajectories from kindergarten through high school: Differential pathways for children’s school engagement and achievement? Journal of Educational Psychology, 109(6), 826–841. https://doi.org/10.1037/edu0000177.
Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: aka the remix. Harvard Educational Review, 84(1), 74–84. https://doi.org/10.17763/haer.84.1.p2rj131485484751.
Leadbeater, B., Sukhawathanakul, P., Rush, J., Merrin, G., & Lewis, N. (2021). Examining the effectiveness of the WITS programs in the context of variability in trajectories of child development. Prevention Science, 1–14. https://doi.org/10.1007/s11121-021-01327-3
Leadbeater, B., & Sukhawathanakul, P. (2011). Multicomponent programs for reducing peer victimization in early elementary school: A longitudinal evaluation of the wits primary program. Journal of Community Psychology, 39(5), 606–620. https://doi.org/10.1002/jcop.20447.
Leadbeater, B. J., Hoglund, W. L., & Woods, T. (2003). Changing contexts? The effects of a primary prevention program on classroom levels of peer relational and physical victimization. Journal of Community Psychology, 31(4), 397–418. https://doi.org/10.1002/jcop.10057.
Leff, S. S., Waasdorp, T. E., & Paskewich, B. S. (2016). The broader impact of friend to friend (F2F): Effects on teacher-student relationships, prosocial behaviors, and relationally and physically aggressive behaviors. Behavior Modification, 40(4), 589–610. https://doi.org/10.1177/0145445516650879.
Leff, S. S., Paskewich, B. S., Waasdorp, T. E., Waanders, C., Bevans, K. B., & Jawad, A. F. (2015). Friend to friend: A randomized trial for urban African American relationally aggressive girls. Psychology of Violence, 5(4), 433–443. https://doi.org/10.1037/a0039724.
Leff, S., & Waasdorp, T. (2013). Effect of aggression and bullying on children and adolescents: Implications for prevention and intervention. Current Psychiatry Reports, 15, 1–10. https://doi.org/10.1007/s11920-012-0343-2.
Leff, S., Waasdorp, T., Paskewich, B., Gullan, R., Jawad, A., MacEvoy, J., Feinberg, J., & Power, T. (2010). The preventing relational aggression in schools everyday program: A preliminary evaluation of acceptability and impact. School Psychology Review, 39(4), 569–587. https://doi.org/10.1080/02796015.2010.12087742.
Liem, G. A. D., & Martin, A. J. (2011). Peer relationships and adolescents’ academic and non‐academic outcomes: Same‐sex and opposite‐sex peer effects and the mediating role of school engagement. British Journal of Educational Psychology, 81(2), 183–206. https://doi.org/10.1111/j.2044-8279.2010.02013.x.
Lein, A., Jitendra, A., Starosta, K., Dupuis, D., Hughes-Reid, C., & Star, J. (2016). Assessing the relation between seventh-grade students’ engagement and mathematical problem solving performance. Preventing School Failure: Alternative Education for Children and Youth, 60(2), 117–123. https://doi.org/10.1080/1045988X.2015.1036392.
McClelland, M. M., & Cameron, C. E. (2011). Self-regulation and academic achievement in elementary school children. New Directions for Child and Adolescent Development, 133, 29–44. https://doi.org/10.1002/cd.302.
McCallops, K., Barnes, T.N., Jones, I., Nelson, M., Fenniman, J. & Berte, I. (2019). Incorporating culturally responsive pedagogy within social-emotional learning interventions in urban schools: An international systematic review. International Journal of Educational Research, 94(1), 11–28. https://doi.org/10.1016/j.ijer.2019.02.007.
Milner, H. R. (2012). But what is urban education? Urban Education, 47(3), 556–561. https://doi.org/10.1177/0042085912447516.
Milner, IV, H. R., Murray, I. E., Farinde, A. A., & Delale-O’Connor, L. (2015). Outside of school matters: What we need to know in urban environments. Equity & Excellence in Education, 48(4), 529–548. https://doi.org/10.1080/10665684.2015.1085798.
Morin, H. K., Bradshaw, C. P., & Berg, J. K. (2015). Examining the link between peer victimization and adjustment problems in adolescents: The role of connectedness and parent engagement. Psychology of Violence, 5(4), 422–432. https://doi.org/10.1037/a0039798.
Morrow, M., Hubbard, J., & Sharp, M. (2018). Preadolescents’ daily peer victimization and perceived social competence: Moderating effects of classroom aggression. Journal of Clinical Child and Adolescent Psychology, 48(5), 716–727. https://doi.org/10.1080/15374416.2017.1416618.
Morrow, M. T., Hubbard, J. A., & Swift, L. E. (2014). Relations among multiple types of peer victimization, reactivity to peer victimization, and academic achievement in fifth-grade boys and girls. Merrill-Palmer Quarterly, 60(3), 302–327. https://doi.org/10.13110/merrpalmquar1982.60.3.0302.
Mundy, L., Canterford, L., Kosola, S., Degenhardt, L., Allen, N., & Patton, G. (2017). Peer victimization and academic performance in primary school children. Academic Pediatrics, 17(8), 830–836. https://doi.org/10.1016/j.acap.2017.06.012.
Nakamoto, J., & Schwartz, D. (2011). The association between peer victimization and functioning at school among urban Latino children. Journal of Applied Developmental Psychology, 32(3), 89–97. https://doi.org/10.1016/j.appdev.2011.02.003.
Nakamoto, J., & Schwartz, D. (2010). Is peer victimization associated with academic achievement? A meta-analytic review. Social Development, 19(2), 221–242. https://doi.org/10.1111/j.1467-9507.2009.00539.x.
Nguyen, T. D., Cannata, M., & Miller, J. (2016). Understanding student behavioral engagement: Importance of student interaction with peers and teachers. The Journal of Educational Research, 111(2), 163–174. https://doi.org/10.1080/00220671.2016.1220359.
Odgers, C., & Adler, N. (2018). Challenges for low-income children in an era of increasing income inequality. Child Development Perspectives, 12(2), 128–133. https://doi.org/10.1111/cdep.12273.
Olweus, D. (1993). Bullying in school: What we know and what we can do. Oxford: Blackwell.
Ostrov, J., & Godleski, S. (2013). Relational aggression, victimization, and adjustment during middle childhood. Development and Psychopathology, 25(3), 801–815. https://doi.org/10.1017/S0954579413000187.
Ostrov, J. M. (2010). Prospective associations between peer victimization and aggression. Child Development, 81(6), 1670–1677. https://doi.org/10.1111/j.1467-8624.2010.01501.x.
Ostrov, J. M., & Bishop, C. M. (2008). Preschoolers’ aggression and parent–child conflict: A multiinformant and multimethod study. Journal of Experimental Child Psychology, 99, 309–322. https://doi.org/10.1016/j.jecp.2008.01.001.
Owens, C. L., Johnson, A. H., & Thornton, A. (2022). Addressing equity in schools: youth participatory action research and transformative social and emotional learning during COVID-19. Children & Schools, 44(1), 48–54. https://doi.org/10.1093/cs/cdab029.
Pas, E., Waasdorp, T., & Bradshaw, C. (2019). Coaching teachers to detect, prevent, and respond to bullying using mixed reality simulation: An efficacy study in middle schools. International Journal of Bullying Prevention, 1(1), 58–69. https://doi.org/10.1007/s42380-018-0003-0.
Putallaz, M., Grimes, C. L., Foster, K. J., Kupersmidt, J. B., Coie, J. D., & Dearing, K. (2007). Overt and relational aggression and victimization: Multiple perspectives within the school setting. Journal of School Psychology, 45, 523–547. https://doi.org/10.1016/j.jsp.2007.05.003.
Roecker-Phelps, C. E. (2010). Children’s responses to overt and relational aggression. Journal of Clinical Child Psychology, 30(2), 240–252. https://doi.org/10.1207/S15374424JCCP3002_11.
Rubin, K. H., Bukowski, W. M., & Bowker, J. C. (2015). Children in peer groups. In M. H. Bornstein, T. Leventhal, & R. M. Lerner (Eds.), Handbook of child psychology and developmental science: Ecological settings and processes (pp. 175–222). John Wiley & Sons, Inc.
Salmivalli, C., Kärnä, A., & Poskiparta, E. (2011). Counteracting bullying in Finland: The KiVa program and its effects on different forms of being bullied. International Journal of Behavioral Development, 35(5), 405–41. https://doi.org/10.1177/0165025411407457.
Schlund, J., Jagers, R., & Schlinger, M. (2020) Emerging insights on advancing social and emotional learning (SEL) as a lever for equity and excellence. Collaborative for Academic, Social, and Emotional Learning. https://bit.ly/CASELEquityInsights
Schwartz, D., Gorman, A. H., Nakamoto, J., & Toblin, R. L. (2005). Victimization in the peer group and children’s academic functioning. Journal of Educational Psychology, 97(3), 425–435. https://doi.org/10.1037/0022-0663.97.3.425.
Shapiro, E. S. (2004). Academic skills problems: Direct assessment and intervention (3rd ed). Guilford Press.
Siegler, R., Duncan, G., Davis-Kean, P., Duckworth, K., Claessens, A., Engel, M., Susperreguy, M., & Chen, M. (2012). Early predictors of high school mathematics achievement. Psychological Science, 23(7), 691–697. https://doi.org/10.1177/0956797612440101.
Sinclair, K. R., Cole, D. A., Dukewich, T., Felton, J., Weitlauf, A. S., Maxwell, M. A., Tilghman-Osborne, C., & Jacky, A. (2012). Impact of physical and relational peer victimization on depressive cognitions in children and adolescents. Journal of Clinical Child & Adolescent Psychology, 41(5), 570–583. https://doi.org/10.1080/15374416.2012.704841.
Storch, E. A., Phil, M., Nock, M. K., Masia-Warner, C., & Barlas, M. E. (2003). Peer victimization and social-psychological adjustment in Hispanic and African-American children. Journal of Child and Family Studies, 12(4), 439–452. https://doi.org/10.1023/A:1026016124091.
Tackett, J. L., & Ostrov, J. M. (2010). Measuring relational aggression in middle childhood in a multi-informant multi-method study. Journal of Psychopathology and Behavioral Assessment, 32, 490–500. https://doi.org/10.1007/s10862-010-9184-7.
Thijs, J., & Verkuyten, M. (2008). Peer victimization and academic achievement in a multiethnic sample: The role of perceived academic self-efficacy. Journal of Educational Psychology, 100(4), 754–764. https://doi.org/10.1037/a0013155.
Thomas, D. E., Bierman, K. L., & Powers, C. J., Conduct Problems Prevention Research Group. (2011). The influence of classroom aggression and classroom climate on aggressive-disruptive behavior. Child Development, 82(3), 751–757. https://doi.org/10.1111/j.1467-8624.2011.01586.x.
Troop-Gordon, W., & Ladd, G. (2015). Teachers’ victimization-related beliefs and strategies: Associations with students’ aggressive behavior and peer victimization. Journal of Abnormal Child Psychology, 43(1), 45–60. https://doi.org/10.1007/s10802-013-9840-y.
Turner, H. A., Finkelhor, D., Hamby, S. L., Shattuck, A., & Ormrod, R. K. (2011). Specifying type and location of peer victimization in a national sample of children and youth. Journal of Youth and Adolescence, 40(8), 1052–1067. https://doi.org/10.1007/s10964-011-9639-5.
Villodas, M. T., Pfiffner, L. J., Moses, J. O., Hartung, C., & McBurnett, K. (2019). The roles of student gender, race, and psychopathology in teachers’ identification of students for services. Children and Youth Services Review, 107, 104468 https://doi.org/10.1016/j.childyouth.2019.104468.
Waasdorp, T., & Bradshaw, C. (2015). The overlap between cyberbullying and traditional bullying. Journal of Adolescent Health, 56(5), 483–488. https://doi.org/10.1016/j.jadohealth.2014.12.002.
Waasdorp, T. E., Bagdi, A., & Bradshaw, C. P. (2010). Peer victimization among urban, predominantly African American youth: Coping with relational aggression between friends. Journal of School Violence, 9(1), 98–116. https://doi.org/10.1080/15388220903341372.
Waasdorp, T., & Bradshaw, C. (2009). Child and parent perceptions of relational aggression within urban predominantly African American children’s friendships: Examining patterns of concordance. Journal of Child and Family Studies, 18(6), 731–745. https://doi.org/10.1007/s10826-009-9279-5.
Waasdorp, T. E., Monopoli, J., Johnson-Horowitz, Z., & Leff, S. S. (2019). Peer sympathy for bullied youth: Individual and classroom considerations. School Psychology Review, 48(3), 193–206. https://doi.org/10.17105/SPR-2017-0153.V48-3.
Wang, M. T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Journal of School Psychology, 28, 12–23. https://doi.org/10.1016/j.learninstruc.2013.04.002.
Welsh, R. O., & Little, S. (2018). The school discipline dilemma: A comprehensive review of disparities and alternative approaches. Review of Educational Research, 88(5), 752–794. https://doi.org/10.3102/0034654318791582.
Wint, K. M., Opara, I., Gordon, R., & Brooms, D. R. (2022). Countering educational disparities among Black boys and Black adolescent boys from pre-k to high school: A life course-intersectional perspective. The Urban Review, 54, 183–206. https://doi.org/10.1007/s11256-021-00616-z.
Yeung, R., & Leadbeater, B. (2010). Adults make a difference: The protective effects of parent and teacher emotional support on emotional and behavioral problems of peer-victimized adolescents. Journal of Community Psychology, 38(1), 80–98. https://doi.org/10.1002/jcop.20353.
Yeung, R., & Leadbeater, B. (2007). Does hostile attributional bias for relational provocations mediate the short-term association between relational victimization and aggression in preadolescence? Journal of Youth and Adolescence: A Multidisciplinary Research Publication, 36(8), 973–983. https://doi.org/10.1007/s10964-006-9162-2.
Xie, H., Swift, D., Cairns, B., & Cairns, R. (2002). Aggressive behaviors in social interaction and developmental adaptation: A narrative analysis of interpersonal conflicts during early adolescence. Social Development, 11(2), 205–224. https://doi.org/10.1111/1467-9507.00195.
Funding
The research study described in this manuscript was supported by a grant from theInstitute of Education Sciences (IES) within the Department of Education. This research was made possible, in part, by the support of our partnering School District. Opinions contained in this report reflect those of the authors anddo not necessarily reflect those of the School District.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of Interest
The authors declare no competing interests.
Ethical Approval
All data collection procedures were inaccordance with Institutional Review Board (IRB) guidelines.
Informed Consent
Informed consent was obtained from teachers, parents, and/or legal guardians. Assent was obtained from children.
Additional information
Publisher’s note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
About this article
Cite this article
Polanco, C., Paskewich, B.S., Leff, S.S. et al. Relational Peer Victimization as a Predictor of Academic Engagement. J Child Fam Stud 32, 1882–1894 (2023). https://doi.org/10.1007/s10826-022-02470-3
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10826-022-02470-3