Lisa K Mundy1, Louise Canterford2, Silja Kosola3, Louisa Degenhardt4, Nicholas B Allen5, George C Patton6. 1. Murdoch Children's Research Institute, Victoria, Australia; Centre for Adolescent Health, The Royal Children's Hospital, Victoria, Australia; Department of Paediatrics, The University of Melbourne, Victoria, Australia. Electronic address: lisa.mundy@mcri.edu.au. 2. Murdoch Children's Research Institute, Victoria, Australia; Centre for Adolescent Health, The Royal Children's Hospital, Victoria, Australia. 3. School and Student Healthcare, City of Helsinki and University of Helsinki, Finland. 4. National Drug and Alcohol Research Centre, University of New South Wales, Australia. 5. Department of Psychology, University of Oregon, Eugene. 6. Murdoch Children's Research Institute, Victoria, Australia; Centre for Adolescent Health, The Royal Children's Hospital, Victoria, Australia; Department of Paediatrics, The University of Melbourne, Victoria, Australia.
Abstract
OBJECTIVE: Peer victimization is a common antecedent of poor social and emotional adjustment. Its relationship with objectively measured academic performance is unclear. In this study we aimed to quantify the cross-sectional associations between peer victimization and academic performance in a large population sample of children. METHODS: Eight- to 9-year-old children were recruited from a stratified random sample of primary schools in Australia. Academic performance was measured on a national achievement test (1 year of learning equals 40 points). Physical and verbal victimization were measured according to child self-report. RESULTS: Multilevel mixed-effects linear regression analyses were conducted. For female children, verbal victimization was associated with poorer academic performance on writing (β = 17.2; 95% confidence interval [CI], -28.2 to -6.2) and grammar/punctuation (β = -20.8; 95% CI, -40.1 to -1.6). Physical victimization was associated with poorer performance on numeracy (male children: β = -29.0; 95% CI, -53.8 to -4.1; female children: β = -30.1; 95% CI, -56.6 to -3.5), and writing (female children: β = -21.5; 95% CI, -40.4 to -2.7). Verbal and physical victimization were associated with poorer performance on reading (male children: β = -31.5; 95% CI, -59.9 to -3.1; female children: β = -30.2; 95% CI, -58.6 to -1.8), writing (female children: β = -25.5; 95% CI, -42.8 to -8.2), spelling (female children: β = -32.3; 95% CI, -59.6 to -4.9), and grammar/punctuation (female children: β = -32.2; 95% CI, -62.4 to -2.0). CONCLUSIONS: Children who were physically victimized were 6 to 9 months behind their non-victimized peers on measures of academic performance. There are growing reasons for education systems to invest in the prevention of bullying and promotion of positive peer relationships from the earliest years of school.
OBJECTIVE: Peer victimization is a common antecedent of poor social and emotional adjustment. Its relationship with objectively measured academic performance is unclear. In this study we aimed to quantify the cross-sectional associations between peer victimization and academic performance in a large population sample of children. METHODS: Eight- to 9-year-old children were recruited from a stratified random sample of primary schools in Australia. Academic performance was measured on a national achievement test (1 year of learning equals 40 points). Physical and verbal victimization were measured according to child self-report. RESULTS: Multilevel mixed-effects linear regression analyses were conducted. For female children, verbal victimization was associated with poorer academic performance on writing (β = 17.2; 95% confidence interval [CI], -28.2 to -6.2) and grammar/punctuation (β = -20.8; 95% CI, -40.1 to -1.6). Physical victimization was associated with poorer performance on numeracy (male children: β = -29.0; 95% CI, -53.8 to -4.1; female children: β = -30.1; 95% CI, -56.6 to -3.5), and writing (female children: β = -21.5; 95% CI, -40.4 to -2.7). Verbal and physical victimization were associated with poorer performance on reading (male children: β = -31.5; 95% CI, -59.9 to -3.1; female children: β = -30.2; 95% CI, -58.6 to -1.8), writing (female children: β = -25.5; 95% CI, -42.8 to -8.2), spelling (female children: β = -32.3; 95% CI, -59.6 to -4.9), and grammar/punctuation (female children: β = -32.2; 95% CI, -62.4 to -2.0). CONCLUSIONS:Children who were physically victimized were 6 to 9 months behind their non-victimized peers on measures of academic performance. There are growing reasons for education systems to invest in the prevention of bullying and promotion of positive peer relationships from the earliest years of school.
Authors: Miriam S Menken; Amal Isaiah; Huajun Liang; Pedro Rodriguez Rivera; Christine C Cloak; Gloria Reeves; Nancy A Lever; Linda Chang Journal: Front Psychol Date: 2022-09-26
Authors: Yi-Lung Chen; Hsing-Ying Ho; Ray C Hsiao; Wei-Hsin Lu; Cheng-Fang Yen Journal: Int J Environ Res Public Health Date: 2020-05-07 Impact factor: 3.390
Authors: Elizabeth Cañas; Estefanía Estévez; Celeste León-Moreno; Gonzalo Musitu Journal: Int J Environ Res Public Health Date: 2020-01-03 Impact factor: 3.390