@article{ref1,
title="Bullying Experiences and Compromised Academic Performance Across Middle School Grades",
journal="Journal of early adolescence",
year="2011",
author="Juvonen, Jaana and Yueyan Wang,  and Espinoza, Guadalupe",
volume="31",
number="1",
pages="152-173",
abstract="The goal of the study was to examine whether bullying experiences are associated with lower academic performance across middle school among urban students.The ethnically diverse sample was drawn from a longitudinal study of 2,300 sixth graders (44% Latino, 26% African American, 10% Asian, 10% White, and 10% mixed) from 11 public middle schools. Results of multilevel models (MLMs) showed that grade point averages and teacher-rated academic engagement were each predicted by both self-perceptions of victimization and peer nominations of victim reputation, controlling for demographic and school-level differences as well as overall declines in academic performance over time. Further MLM analyses suggested that most of the victimization effect was due to between-subject differences, as opposed to within-subject fluctuations, in victimization over time. The results of the study suggest that peer victimization cannot be ignored when trying to improve educational outcomes in urban middle schools.<p />",
language="",
issn="0272-4316",
doi="10.1177/0272431610379415",
url="http://dx.doi.org/10.1177/0272431610379415"
}