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
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There was moderate correlation between parent and student self-reports of relational peer victimization, suggesting that family members communicate about school-related victimization incidences.
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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.
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Both regression models demonstrated that relational peer victimization predicted lower academic engagement, even after controlling for overt peer victimization, overt aggression, and relational aggression.
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References
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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.
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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
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DOI: https://doi.org/10.1007/s10826-022-02470-3