| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 359803 | Journal of Applied Developmental Psychology | 2011 | 9 Pages |
This study utilized a multi-informant approach to investigate the concurrent association between peer victimization and functioning at school in a predominantly Latino sample of 135 children (55 boys; 80 girls) in the third, fourth, and fifth grades. The children attended elementary schools in economically distressed urban neighborhoods. Victimization by peers was associated with low grade point averages (GPA) and poor school engagement. Mediation analysis showed that school engagement explained the relation between peer victimization and GPA. Moderator analyses indicated that the negative association between peer victimization and school engagement was exacerbated for children with numerous friends in their classrooms. Additional moderator analyses revealed that the negative association between victimization and engagement was stronger for children with many aggressive friends. The results extend past research by investigating a mediator and moderators of the association between peer victimization and functioning at school in an understudied population.
Research highlights► Peer victimization was studied among urban Latino elementary children. ► Peer victimization was associated with poor functioning at school. ► School engagement mediated the link between peer victimization and GPA. ► The number of friends moderated the peer victimization–school engagement link.
