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Social Support And Self-Concept In Relation To Peer Victimization And Peer Aggression, Lyndsay N. Jenkins, Michelle Kilpatrick Demaray
Social Support And Self-Concept In Relation To Peer Victimization And Peer Aggression, Lyndsay N. Jenkins, Michelle Kilpatrick Demaray
Lyndsay N. Jenkins
Peer victimization is an enduring problem in schools (Wang, Iannotti, & Nansel, 2009). The current study focused on relations among two ecological variables that may be related to involvement in peer victimization: self-concept and social support. The main goal of this study was to investigate relations among social support, self-concept, and involvement in peer victimization (both as a victim and aggressor). The sample included 251 students in Grades 3–5. There was a significant negative relation between social support and peer victimization (β = –.22, p < .05) as well as a significant, negative relation between self-concept and peer victimization (β = –.24, p < .05). For peer aggression, there was a significant negative relation between social support and peer aggression (β = –.49, p < .001) as well as a significant, positive relation between self-concept and peer aggression (β = .23, p < .05).
Relations Among Academic Enablers And Academic Achievement In Children With And Without High Levels Of Parent-Rated Symptoms Of Inattention, Impulsivity, And Hyperactivity, Michelle Kilpatrick Demaray, Lyndsay N. Jenkins
Relations Among Academic Enablers And Academic Achievement In Children With And Without High Levels Of Parent-Rated Symptoms Of Inattention, Impulsivity, And Hyperactivity, Michelle Kilpatrick Demaray, Lyndsay N. Jenkins
Lyndsay N. Jenkins
This study examined the relationships among academic enablers (i.e., engagement, interpersonal skills, motivation, study skills) and academic achievement in children with and without high levels of parent-rated symptoms of inattention, impulsivity, and hyperactivity (Symptoms of IIH Group). The study included 69 participants (29 [42%] in the IIH Group and 40 [58%] in the Comparison Group), with 33 boys and 36 girls in the third through fifth grades. The researchers found significant differences on the measure of academic enablers, including engagement, interpersonal skills, motivation, and study skills, in which participants in the Comparison Group received higher scores. In addition, several academic …