Title:
Relational victimization and learning outcomes: moderation by school climate?
Author:
Rachel M. Firestone
Thesis Advisor:
Beth Kotchick
Committee Member:
Rachel Grover
Committee Member:
Alison Papadakis
Degree Granting Institution:
Loyola University Maryland--College of Arts and Sciences
Place:
Baltimore (Md.)
Publisher:
Loyola University Maryland
Date Created:
2013
Type of Resource:
text
Genre:
thesis
Language:
eng
Format:
application/pdf
Physical Form:
electronic
Digital Source:
born digital
Abstract:
The overarching goal of this study was to illuminate the relations between student perceptions of relational victimization and academic learning outcomes and to understand whether school climate, specifically students' perceptions of the degree of awareness by teachers and willingness to report relational victimization by students, might impact the association between relational victimization and learning outcomes. The potential moderating effect of school climate on the relation between peer relational victimization on learning outcomes was investigated with a sample of 109 students in grades six through eight. Analyses were conducted to determine the unique variance accounted for by relational victimization and school climate on two outcome variables, cumulative grade average and scores from a standardized test, Benchmark C. The results indicated that perceived relational victimization was negatively and significantly correlated with cumulative grade average and Benchmark C scores, whereas school climate was not found to significantly contribute to variance in either learning outcome. No evidence of moderation by perceptions of school climate was detected. Gender was not found to moderate the relation between either predictor and the measures of learning outcomes, nor did gender qualify how the interaction between relational victimization and school climate related to learning outcomes. The findings from this study highlight that more subtle and covert forms of aggression may have significant consequences for students, beyond what is known about the impact of victimization on the emotional well-being of youth. School administrators and teachers should consider the implications of these findings in supporting the academic success of their students during such formative years.
Subject:
Electronic dissertations
Degree:
Master of Science
Level:
Master
Discipline:
Clinical Psychology
Restrictions on Access:
Author has given permission to make this work available online.
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Identifier:
FirestoneRM-13
