The Mediating Role of School Motivation in Linking Student Victimization and Academic Achievement

Autor/inn/en	Fan, Weihua; Dempsey, Allison G.
Titel	The Mediating Role of School Motivation in Linking Student Victimization and Academic Achievement
Quelle	In: Canadian Journal of School Psychology, 32 (2017) 2, S.162-175 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0829-5735
DOI	10.1177/0829573516655228
Schlagwörter	Victims of Crime; Academic Achievement; Grade 10; Structural Equation Models; High School Students; Self Efficacy; School Surveys; Markov Processes; Monte Carlo Methods; Learning Strategies; Questionnaires; Student Motivation; Longitudinal Studies; Statistical Analysis; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Victim; Victims; Crime; Opfer; Verbrechen; Schulleistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Self-efficacy; Selbstwirksamkeit; Markowscher Prozess; Monte-Carlo-Methode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Schulische Motivation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Statistische Analyse
Abstract	This study examined the mediating role of student school motivation in linking student victimization experiences and academic achievement among a nationally representative sample of students in 10th grade. Structural equation modeling supported that there were significant associations between student victimization and academic achievement for high school students. Give these significant associations, identification of the cognitive mechanisms that underlie these relationships is critical to understanding the plight of repeated victims. Our results indicated that students who reported frequent peer victimization also reported reduced school motivation (self-efficacy and intrinsic motivation), resulting in lower achievement in both reading and math. These pathways existed after accounting for differences in achievement that may be due to socioeconomic status and gender. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01