Peer Victimization and Academic Adjustment Among Early Adolescents: Moderation by Gender and Mediation by Perceived Classmate Support

Abstract

BACKGROUND: This study examined the moderating role of gender and the mediating role of perceived peer support in the association between peer victimization and academic adjustment. METHODS: Data were obtained from adolescents in grades 7 and 8 in the US 2005/2006 Health Behavior in School-aged Children study (N = 3436; mean age = 13.6 years). RESULTS: The magnitude of correlation between victimization and academic adjustment was -.155 for males and -.337 for females. After controlling for the socio-demographic variables, victimization had a significantly stronger influence on academic adjustment in females than in males. For both genders, perceived classmate support was negatively associated with peer victimization and positively associated with academic adjustment. Classmate support mediated the association between victimization and academic adjustment in males and was a partial mediator for females. CONCLUSION: These results provide support for efforts reducing victimization of female adolescents and fostering peer support in the school setting.

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