The impact of chronic victimization on high school academic achievement by attachment status

<p>Children experience a variety of social interactions from the time they begin school until they leave school. A significant and sometimes life altering social interaction is bullying. While being bullied is a common occurrence for many, a subgroup of children is regularly singled out for ongoing and prolonged victimization (Williams & Veeh 2012). Data from the NICHD SECCYD database (n=601) were subjected to multiple analyses to determine the impact of peer victimization in four domains: depression, loneliness, social support, and academic achievement (subtest scores on Passage Comprehension and Applied Math on the WJ Achievement) and to determine if the effects of these variables on reading and math achievement vary between securely and ambivalently attached children. After controlling for intellectual ability, direct effects were found on academic achievement. The models were constrained and a significant increase in χ 2 was found for multiple pathways, indicating that the effects of attachment rating on academic achievement was significantly different for ambivalently or securely attached participants.</p>

Name thesis:degree_name

Doctor of Philosophy (Ph.D.)

Level thesis:degree_level

Dissertation - Pacific Access Restricted

Discipline thesis:degree_discipline

Educational and School Psychology

Year dc:date.available

2013

Author dc:creator

• Giambona, Michael

Contributors dc:contributor

• Justin Low

• Educational psychology
• Counseling Psychology
• Psychology
• Education
• Achievement
• Attachment
• Bullying
• Depression
• Social support
• Victimization
• School Psychology

Licence

• http://rightsstatements.org/vocab/InC/1.0/

Identifier

9781303319945

OAI identifier oai:identifier

oai:scholarlycommons.pacific.edu:uop_etds-1119