The link between harsh home environments and negative academic trajectories is exacerbated by victimization in the elementary school peer group.

Published

Journal Article

This article presents a prospective investigation focusing on the moderating role of peer victimization on associations between harsh home environments in the preschool years and academic trajectories during elementary school. The participants were 388 children (198 boys, 190 girls) who we recruited as part of an ongoing multisite longitudinal investigation. Preschool home environment was assessed with structured interviews and questionnaires completed by parents. Peer victimization was assessed with a peer nomination inventory that was administered when the average age of the participants was approximately 8.5 years. Grade point averages (GPAs) were obtained from reviews of school records, conducted for 7 consecutive years. Indicators of restrictive punitive discipline and exposure to violence were associated with within-subject declines in academic functioning over 7 years. However, these effects were exacerbated for those children who had also experienced victimization in the peer group during the intervening years.

Full Text

Duke Authors

Cited Authors

  • Schwartz, D; Lansford, JE; Dodge, KA; Pettit, GS; Bates, JE

Published Date

  • February 2013

Published In

Volume / Issue

  • 49 / 2

Start / End Page

  • 305 - 316

PubMed ID

  • 22506975

Pubmed Central ID

  • 22506975

Electronic International Standard Serial Number (EISSN)

  • 1939-0599

International Standard Serial Number (ISSN)

  • 0012-1649

Digital Object Identifier (DOI)

  • 10.1037/a0028249

Language

  • eng