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Date of Award


Document Type

Dissertation - Pacific Access Restricted

Degree Name

Doctor of Philosophy (Ph.D.)


Educational and School Psychology

First Advisor

Justin Low

First Committee Member

Linda Webster

Second Committee Member

Rachelle Hackett

Third Committee Member

Lynn Beck


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.





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