caa a22 4500 606239472 CHVBK 20210128101303.0 cr unu---uuuuu 210128e20150601xx s 000 0 eng 10.1007/s11218-015-9292-z doi (NATIONALLICENCE)springer-10.1007/s11218-015-9292-z Do social self-efficacy and self-esteem moderate the relationship between peer victimization and academic performance? [Elektronische Daten] [Juliana Raskauskas, Sherry Rubiano, Ilanit Offen, Ann Wayland] Victimization by peers has been associated with low academic performance and internalizing problems. Still, not all students who experience peer victimization report a reduction in performance. The current study examines the potential protective nature of self-esteem and social self-efficacy in the relationship between peer victimization and academic performance. A sample of 231 middle school students participated. Schools reported academic performance and students completed self-report questionnaires. The ability of social self-efficacy and self-esteem in aiding academic and emotional resilience was explored as possible mediating and moderating variables using hierarchical regressions. Results supported the conclusion that the interaction of self-efficacy and self-esteem may moderate the relationship between peer victimization and academic performance. Those with above average social self-efficacy reported lower peer victimization and depression as well as higher academic performance. Implications for intervention are discussed. Springer Science+Business Media Dordrecht, 2015 Academic performance nationallicence Peer victimization nationallicence Self-esteem nationallicence Self-efficacy nationallicence Resilience nationallicence Raskauskas Juliana Child Development, College of Education, California State University, 6000 J. Street, 95819-6079, Sacramento, CA, USA aut Rubiano Sherry Child Development, College of Education, California State University, 6000 J. Street, 95819-6079, Sacramento, CA, USA aut Offen Ilanit Child Development, College of Education, California State University, 6000 J. Street, 95819-6079, Sacramento, CA, USA aut Wayland Ann Child Development, College of Education, California State University, 6000 J. Street, 95819-6079, Sacramento, CA, USA aut Social Psychology of Education Springer Netherlands 18/2(2015-06-01), 297-314 1381-2890 18:2<297 2015 18 11218 https://doi.org/10.1007/s11218-015-9292-z text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s11218-015-9292-z text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Raskauskas Juliana Child Development, College of Education, California State University, 6000 J. Street, 95819-6079, Sacramento, CA, USA aut NATIONALLICENCE 700 1- Rubiano Sherry Child Development, College of Education, California State University, 6000 J. Street, 95819-6079, Sacramento, CA, USA aut NATIONALLICENCE 700 1- Offen Ilanit Child Development, College of Education, California State University, 6000 J. Street, 95819-6079, Sacramento, CA, USA aut NATIONALLICENCE 700 1- Wayland Ann Child Development, College of Education, California State University, 6000 J. Street, 95819-6079, Sacramento, CA, USA aut NATIONALLICENCE 773 0- Social Psychology of Education Springer Netherlands 18/2(2015-06-01), 297-314 1381-2890 18:2<297 2015 18 11218