Peer victimization and effortful control relations to school engagement and academic achievement

Roopa V. Iyer, Becky Ladd, Nancy Eisenberg, Marilyn Thompson

Research output: Contribution to journalArticlepeer-review

70 Scopus citations


The relations among peer victimization, effortful control, school engagement, and academic achievement were examined in a group of 390 (212 boys and 178 girls) racially diverse (38.20% Latino and 46.70% White) 6- to 10-yearold children. Specifically, a multimethod, multi-informant approach was used in which data were gathered using self-report, peer-report, and teacher-report questionnaires at three points in time: twice during the initial year of the study when children were in first and third grades and once in the fall of their second-grade and fourth-grade years, respectively. Findings showed that peer victimization was negatively correlated with effortful control; however, longitudinal analyses conducted to examine causal priority were inconclusive. Results from structural equation modeling were consistent with the hypotheses that school engagement mediated the relations between peer victimization and academic achievement, as well as between effortful control and academic achievement.

Original languageEnglish (US)
Pages (from-to)361-387
Number of pages27
JournalMerrill-Palmer Quarterly
Issue number3
StatePublished - Jul 2010

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Social Sciences (miscellaneous)


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