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INDIRECT EFFECTS IN THE PEER VICTIMIZATION-ACADEMIC ACHIEVEMENT RELATION: THE ROLE OF ACADEMIC SELF-CONCEPT AND GENDER
Faculty Research and Creative Activity
  • Lyndsay N Jenkins, Eastern Illinois University
  • Michelle Kilpatrick Demaray, Northern Illinois University
Creative Commons License
Creative Commons Attribution-Noncommercial-No Derivative Works 3.0
Document Type
Article
Publication Date
1-1-2015
Disciplines
Abstract

Peer victimization is a concern because victimized youth are more likely to have social, emotional, and academic difficulties. The current study examined the link between peer victimization and academic achievement by exploring the indirect effect of academic self-concept on two variables. The sample consisted of 140 middle school students (40% male, 60% female). Using structural equation modeling, a mediation model revealed a significant indirect effect of victimization on academic achievement through academic self-concept; however, when tested for gender differences, the indirect effect was only significant for girls. Interpretation of these results and suggestions for future studies are discussed.

Citation Information
Lyndsay N Jenkins and Michelle Kilpatrick Demaray. "INDIRECT EFFECTS IN THE PEER VICTIMIZATION-ACADEMIC ACHIEVEMENT RELATION: THE ROLE OF ACADEMIC SELF-CONCEPT AND GENDER" (2015)
Available at: http://works.bepress.com/lyndsay_jenkins/4/