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Longitudinal links between childhood peer victimization, internalizing and externalizing problems, and academic

Tracy Vaillancourt1, Heather L Brittain, Patricia McDougall

  • 1Faculty of Education, University of Ottawa, Ottawa, ON, Canada, tracy.vaillancourt@uottawa.ca.

Journal of Abnormal Child Psychology
|August 3, 2013
PubMed
Summary
This summary is machine-generated.

Childhood peer victimization, internalizing and externalizing problems, and academic functioning are interconnected. Poor functioning in one area can negatively impact others over time, highlighting the need for integrated support.

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Published on: September 19, 2019

Area of Science:

  • Developmental psychology
  • Childhood mental health
  • Educational psychology

Background:

  • Peer victimization and mental health issues (internalizing and externalizing problems) are significant concerns in childhood.
  • Academic functioning is crucial for overall child development and future success.
  • The interplay between these domains over time requires further investigation.

Purpose of the Study:

  • To examine developmental cascade models linking peer victimization, internalizing/externalizing problems, and academic functioning in children.
  • To identify bidirectional influences and complex transactions between these factors across multiple school grades.

Main Methods:

  • Longitudinal study design involving 695 children.
  • Data collected across Grade 3 (academic focus) and Grades 5, 6, 7, and 8.
  • Analysis of developmental pathways and associations between peer victimization, mental health, and academic performance.

Main Results:

  • Complex patterns revealed that poor functioning in one domain predicted poorer outcomes in others.
  • Internalizing problems consistently predicted future peer victimization (symptom-driven pathway).
  • Academic incompetence (low GPA, poor writing) was linked to increased externalizing problems in subsequent years.

Conclusions:

  • Childhood peer victimization, mental health, and academic functioning are dynamically interrelated.
  • Bidirectional influences and multifarious transactions necessitate a holistic approach to intervention.
  • Understanding these complex interactions is vital for supporting child well-being and academic success.