Iyer Roopa V, Kochenderfer-Ladd Becky, Eisenberg Nancy, Thompson Marilyn
Advanced Studies in Learning, Technology, and Psychology in Education, Arizona State University.
Merrill Palmer Q (Wayne State Univ Press). 2010 Jul;56(3):361-387. doi: 10.1353/mpq.0.0058.
The relations among peer victimization, effortful control, school engagement, and academic achievement were examined in a group of 390 (212 boys and 178 girls) racially diverse (38.20% Latino and 46.70% White) 6- to 10-year-old children. Specifically, a multimethod, multi-informant approach was used in which data were gathered using self-report, peer-report, and teacher-report questionnaires at three points in time: twice during the initial year of the study when children were in first and third grades and once in the fall of their second-grade and fourth-grade years, respectively. Findings showed that peer victimization was negatively correlated with effortful control; however, longitudinal analyses conducted to examine causal priority were inconclusive. Results from structural equation modeling were consistent with the hypotheses that school engagement mediated the relations between peer victimization and academic achievement, as well as between effortful control and academic achievement.
对一组390名（212名男孩和178名女孩）6至10岁、种族多样（38.20%为拉丁裔，46.70%为白人）的儿童，研究了同伴侵害、努力控制、学校参与度和学业成绩之间的关系。具体而言，采用了多方法、多 informant 的方法，在三个时间点使用自我报告、同伴报告和教师报告问卷收集数据：在研究的第一年，儿童处于一年级和三年级时各两次，分别在二年级和四年级的秋季各一次。研究结果表明，同伴侵害与努力控制呈负相关；然而，为检验因果优先级而进行的纵向分析尚无定论。结构方程模型的结果与以下假设一致：学校参与度介导了同伴侵害与学业成绩之间的关系，以及努力控制与学业成绩之间的关系。
