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Date of Award
2013
Document Type
Dissertation - Pacific Access Restricted
Degree Name
Doctor of Philosophy (Ph.D.)
Department
Educational and School Psychology
First Advisor
Justin Low
First Committee Member
Linda Webster
Second Committee Member
Rachelle Hackett
Third Committee Member
Lynn Beck
Abstract
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.
Pages
75
ISBN
9781303319945
Recommended Citation
Giambona, Michael. (2013). The impact of chronic victimization on high school academic achievement by attachment status. University of the Pacific, Dissertation - Pacific Access Restricted. https://scholarlycommons.pacific.edu/uop_etds/120
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