Peer victimization, poor academic achievement, and the link between childhood externalizing and internalizing problems

P.A.C. van Lier, E.D. Barker, M. Brendgen, R.E. Tremblay, F. Vitaro, M. Boivin

Research output: Contribution to JournalArticleAcademicpeer-review

Abstract

This study explored whether early elementary school aged children's externalizing problems impede academic functioning and foster negative social experiences such as peer victimization, thereby making these children vulnerable for developing internalizing problems and possibly increasing their externalizing problems. It also explored whether early internalizing problems contributed to an increase in externalizing problems. The study examined 1,558 Canadian children from ages 6 to 8years. Externalizing and internalizing problems, peer victimization, and school achievement were assessed annually. Externalizing problems lead to academic underachievement and experiences of peer victimization. Academic underachievement and peer victimization, in turn, predicted increases in internalizing problems and in externalizing problems. These pathways applied equally to boys and girls. No links from internalizing to externalizing problems were found. © 2012 Society for Research in Child Development, Inc.
Original languageEnglish
Pages (from-to)1775-1788
JournalChild Development
Volume83
Issue number5
DOIs
Publication statusPublished - 2012

Fingerprint

Dive into the research topics of 'Peer victimization, poor academic achievement, and the link between childhood externalizing and internalizing problems'. Together they form a unique fingerprint.

Cite this