Developmental cascade models linking peer victimization, depression, and academic achievement in Chinese children

Liu, Junsheng; Bullock, Amanda; Coplan, Robert J.; Chen, Xinyin; Li, Dan; Zhou, Ying

doi:10.1111/bjdp.12212

Cited by 67 publications

(69 citation statements)

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“…Exemplifying the former, by using a longitudinal social network design, one study found that positive peer influence could improve students' writing and mathematics performance (DeLay et al, 2016). In a very recent study, peers were found having a positive impact on their friends' school engagement, such as emotional, behavioural, and cognitive engagement in the classroom (Liu et al, 2018;M. Wang, Kiuru, Degol, & Salmela-Aro, 2018).…”

Section: Introductionmentioning

confidence: 99%

Social Support and Academic Achievement of Chinese Low- Income Children: A Mediation Effect of Academic Resilience

Fang

Chan

Kalogeropoulos

2020

Int. j. psychol. res.

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Using nation-wide survey data (N=2328) from China, this study investigates how social support from family, peers, and teachers influence low-income household children’s (from 13 to 15 years old) academic resilience, as well as how academic resilience mediates the relationship between social support and children’s academic achievement. Structural equation modelling was adopted to analyse the data. The results reveal that (1) low-income household children’s family, peer, and teacher support are associated with their academic resilience; (2) peer support and academic resilience of low-income household children significantly relate with their academic achievements; (3) academic resilience plays a full mediation role in teacher support and a partial mediation role in peer support on children’s academic achievement. The implications of this study on theory and practice, the limitations, and future research directions are discussed.

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Section: Introductionmentioning

confidence: 99%

Social Support and Academic Achievement of Chinese Low- Income Children: A Mediation Effect of Academic Resilience

Fang

Chan

Kalogeropoulos

2020

Int. j. psychol. res.

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“…In general, research suggests that peer victimization is associated with a range of negative consequences, including individual psychosocial challenges such as depression (Hawker & Boulton, ; Kim, Kim, & Kim, ; Klomek, Sourander, & Gould, ; Liu et al, ; Stapinski, Araya, Heron, Montgomery, & Stallard, ; Troop‐Gordon, Rudolph, Sugimura, & Little, ; Zwierzynska, Wolke, & Lereya, ), suicidality (Geoffroy et al, ; Heilbron & Prinstein, ; Klomek et al, ), and loneliness (Kochenderfer & Ladd, ; Storch & Masia‐Warner, ; Storch, Brassard, & Masia‐Warner, ). Peer victimization is also associated with broader, school‐based environmental challenges such as low school attachment and connectedness to staff and other students at school (Eisenberg, Neumark‐Sztainer, & Perry, ; You et al, ) as well as low perceived school safety (Bradshaw, Koth, Thornton, & Leaf, ; Glew, Fan, Katon, & Rivara, ; Waasdorp, Pas, O'Brennan, & Bradshaw, ).…”

Section: Introductionmentioning

confidence: 99%

Associations between peer victimization and school climate: The impact of form and the moderating role of gender

Williford

Fite

Isen

et al. 2019

Psychology in the Schools

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The purpose of the present study is to examine whether physical and relational victimization negatively impacts indicators of school climate–students’ perceptions of school safety, their attachment to school, and their help‐seeking behavior–and whether gender moderates these associations. Using a sample of 361 third through fifth‐grade students recruited from six public elementary schools, results reveal that relational and physical victimization were both uniquely associated with lower levels of school safety and school attachment, with stronger associations between school attachment and relational victimization. However, only physical victimization was negatively associated with help‐seeking, suggesting that physical victimization is more influential on help seeking as compared with relational victimization. Gender moderated the relationships between victimization and school attachment and help‐seeking with differences by form noted. No gender differences were evident in associations between the forms of peer victimization and school safety. Implications for prevention and intervention in schools are discussed.

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“…(7). Bazı çalışmalar kız öğrencilerin erkeklere göre depresyona daha yatkın olduğunu bildirirken (8,9), bazı çalışmalarda erkek öğrencilerin kızlara göre akran mağduriyetine daha çok maruz kaldığı için depresyona daha yatkın olduklarını bildirmişlerdir (10).…”

Section: Bulgularunclassified

“…Liu ve arkadaşlarının çalışmaları da bizim sonuçlarımızı desteklemektedir. Okul başarısı kötü olan öğrencilerde depresyon görülme oranı artmıştır (10). Eğitim bilimleri, yabancı diller ve güzel sanatlar fakültesi öğrencilerinde yapılan bir çalışmada öğrencilerin başarılarını algılamalarına göre, kendilerini başarısız olarak algılayanların depresyon düzeyinin başarılı olarak algılayanlara göre daha fazla olduğu saptanmıştır (11).…”

Section: Bulgularunclassified

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Tıp Fakültesi, Sağlık Yüksekokulu ve Sağlık Meslek Yüksekokulu Öğrencilerinde Depresyonun Aile-Arkadaş İlişkisine ve Akademik Başarıya Etkisi

Kuzay¹

2019

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ÖZET Amaç: Depresyon üniversite öğrencilerinde görülebilen önemli bir psikolojik rahatsızlıktır. Bu çalışmanın amacı, tıp fakültesi, sağlık yüksekokulu ve sağlık meslek yüksekokulu öğrencilerinde depresyonun aile-arkadaş ilişkisine ve akademik başarıya etkisinin olup olmadığını araştırmaktır. Yöntem: Çalışmanın evrenini, bir üniversitenin tıp fakültesi (n:61), sağlık yüksekokulu (n:236) ve sağlık meslek yüksekokulunda (n:251) okuyan toplam 548 birinci sınıf öğrencilerinden oluşmaktadır. Çalışma tanımlayıcı olup, 01/05/2017-01/10/2017 tarihleri arasında gerçekleştirilmiştir. Veriler, literatür taraması ile oluşturulan anket formu ve Beck Depresyon Ölçeği (BDÖ) aracılığı ile toplanmıştır. Bulgular: Ders durumu kötü-çok kötü olan öğrencilerin BDÖ ortalamalarının, ders durumu orta ve iyi-çok iyi arasında olan öğrencilerin ortalamalarından daha yüksek olduğu saptanmıştır. (p<0.001). Arkadaşlık ilişki durumu Kötü-çok kötü olan öğrencilerin BDÖ ortalamalarının, arkadaşlık ilişki durumu orta ve iyi-çok iyi arasında olan öğrencilerin ortalamalarından daha yüksek olduğu saptanmıştır (p<0.001). Ailevi ilişki durumu iyi-çok iyi olan öğrencilerin BDÖ ortalamalarının, ailevi ilişki durumu orta ve kötü-çok kötü arasında olan öğrencilerin ortalamalarından daha düşük olduğu saptanmıştır (p<0.001). Sonuç: Araştırma sonuçları öğrencilerde depresyonun akademik başarı, aile ve arkadaşlık ilişkilerini olumsuz etkilediğini göstermektedir. Toplumun önemli bir kısmını oluşturan üniversite öğrencilerinin okul başarılarını iyileştirmek ve aile-arkadaşlık ilişkilerini güçlendirmek için danışmanlık hizmeti verilmesi gerekmektedir. ABSTRACT Objectives: Depression is an important psychological disorder that can be seen in university students. The aim of this study is to investigate whether depression is influenced by family-friend relationship and academic achievement in medical faculty, health high school and vocational health high school.Methods: The students' universe consists of a total of 548 first-year students studying at a university in the faculty of medicine (n: 61), health college (n: 236) and health vocational college (n: 251). The study is descriptive and was conducted between 01/05/2017-01/10/2017. The data were collected through a questionnaire prepared by literature review and the Beck Depression Inventory (BDI).Results: It was determined that students with a bad-to-poor condition had higher BDI averages than those with medium to goodto-good average (P <0.001). It was found that the BDI averages of students with a bad-to-very bad friendship status were higher than those of middle to good-best students (p <0.001). It was found that the BDI averages of the students with good-to-good family relations were lower than the average of the middle to poor-poor students (p <0.001). Conclusion:The results of the study show that depression negatively affects academic achievement, family and friendship relations in students. University students ,who constitute a significant part of society, need counseling services to improve school achieve...

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Developmental cascade models linking peer victimization, depression, and academic achievement in Chinese children

Cited by 67 publications

References 62 publications

Social Support and Academic Achievement of Chinese Low- Income Children: A Mediation Effect of Academic Resilience

Social Support and Academic Achievement of Chinese Low- Income Children: A Mediation Effect of Academic Resilience

Associations between peer victimization and school climate: The impact of form and the moderating role of gender

Tıp Fakültesi, Sağlık Yüksekokulu ve Sağlık Meslek Yüksekokulu Öğrencilerinde Depresyonun Aile-Arkadaş İlişkisine ve Akademik Başarıya Etkisi

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