Is Peer Victimization Associated with Academic Achievement? A Meta-analytic Review
Is Peer Victimization Associated with Academic Achievement? A Meta-analytic Review
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DOI：
10.1111/j.1467-9507.2009.00539.x
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发表时间：
2010-05-01
影响因子：
2
通讯作者：
Schwartz, David
中科院分区：
文献类型：
--
作者：
Nakamoto, Jonathan;Schwartz, David
本文对33项研究进行了元分析综述，共29552名受试者，考察了同伴受害与学业成绩之间的关联。结果表明，在随机效应模型(r=-.12，p&t；.001)和固定效应模型(r=-.10，p&t；.001)下，同伴受害与学业成绩之间存在着较小但显著的负相关。在所有研究中，影响这种联系强度的因素包括同伴受害的告密者、学业成绩的指标、是否存在共同的方法差异，以及研究的国家背景。一项探索性分析显示，男孩和女孩之间的相关性强度没有差异。这一结果有助于解决现有文献中相互矛盾的发现，并建议有必要进一步研究同伴受害与学业成绩之间的联系。
This paper presents a meta-analytic review of 33 studies, with a total of 29 552 participants, that examined the concurrent association between peer victimization and academic achievement. The results revealed a small but significant negative correlation between peer victimization and academic achievement under both the random-effects model (r = -.12, p < .001) and the fixed-effects model (r = -.10, p < .001). Factors that moderated the strength of this association across studies include the peer victimization informant, the indicator of academic achievement, whether there was shared method variance, and the national setting of the study. An exploratory analysis revealed that the strength of the correlations did not differ for boys and girls. The results help resolve the conflicting findings in the existing literature and suggest the need for further investigation into the association between peer victimization and academic achievement.