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Experiences of peer victimization and teacher support in secondary school predict university enrolment 5 years later: Role of school engagement

BACKGROUND: Peer victimization has an adverse effect on academic outcomes. However, longitudinal research on how peer victimization affects access to higher education is lacking. AIMS: In this study, we investigated the mechanisms through which peer victimization and teacher support affect aspiratio...

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Autores principales: Grew, Eva, Baysu, Gülseli, Turner, Rhiannon N.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: John Wiley and Sons Inc. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9790406/
https://www.ncbi.nlm.nih.gov/pubmed/35333411
http://dx.doi.org/10.1111/bjep.12500
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author Grew, Eva
Baysu, Gülseli
Turner, Rhiannon N.
author_facet Grew, Eva
Baysu, Gülseli
Turner, Rhiannon N.
author_sort Grew, Eva
collection PubMed
description BACKGROUND: Peer victimization has an adverse effect on academic outcomes. However, longitudinal research on how peer victimization affects access to higher education is lacking. AIMS: In this study, we investigated the mechanisms through which peer victimization and teacher support affect aspirations for and enrolment at university 5 years later through engagement in secondary school. We also examined whether these effects were moderated by ethnicity, and whether teacher support may compensate for the effects of peer victimization. SAMPLE: The sample (N = 15,110, 51% male, 68% White, 12% Black and 20% Asian) was drawn from a nationally representative study of young people in England. We used data from four waves, following adolescents over 3 years of secondary education (T1–T2–T3, age 13 to 15 years) until university (T4, age 18 years). METHOD: Data were analysed in a longitudinal structural equation model in Mplus 8. RESULTS: Adolescents subjected to more peer victimization at T1 had lower university aspirations 2 years later and were less likely to attend university 5 years later. These effects were mediated via secondary school engagement. Teacher support at T1 was related to higher school engagement, leading to higher aspirations (T3) and higher likelihood of university enrolment (T4) over time. We also found evidence that teacher support may lessen the effect of peer victimization on school engagement, and that ethnic background may moderate the effect of teacher support. CONCLUSIONS: Peer victimization had a small long‐lasting negative effect on university choices via school engagement, while teacher support had a positive effect. In summary, relationships in secondary school have long‐lasting implications for university aspirations and enrolment.
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spelling pubmed-97904062022-12-28 Experiences of peer victimization and teacher support in secondary school predict university enrolment 5 years later: Role of school engagement Grew, Eva Baysu, Gülseli Turner, Rhiannon N. Br J Educ Psychol Original Articles BACKGROUND: Peer victimization has an adverse effect on academic outcomes. However, longitudinal research on how peer victimization affects access to higher education is lacking. AIMS: In this study, we investigated the mechanisms through which peer victimization and teacher support affect aspirations for and enrolment at university 5 years later through engagement in secondary school. We also examined whether these effects were moderated by ethnicity, and whether teacher support may compensate for the effects of peer victimization. SAMPLE: The sample (N = 15,110, 51% male, 68% White, 12% Black and 20% Asian) was drawn from a nationally representative study of young people in England. We used data from four waves, following adolescents over 3 years of secondary education (T1–T2–T3, age 13 to 15 years) until university (T4, age 18 years). METHOD: Data were analysed in a longitudinal structural equation model in Mplus 8. RESULTS: Adolescents subjected to more peer victimization at T1 had lower university aspirations 2 years later and were less likely to attend university 5 years later. These effects were mediated via secondary school engagement. Teacher support at T1 was related to higher school engagement, leading to higher aspirations (T3) and higher likelihood of university enrolment (T4) over time. We also found evidence that teacher support may lessen the effect of peer victimization on school engagement, and that ethnic background may moderate the effect of teacher support. CONCLUSIONS: Peer victimization had a small long‐lasting negative effect on university choices via school engagement, while teacher support had a positive effect. In summary, relationships in secondary school have long‐lasting implications for university aspirations and enrolment. John Wiley and Sons Inc. 2022-03-25 2022-12 /pmc/articles/PMC9790406/ /pubmed/35333411 http://dx.doi.org/10.1111/bjep.12500 Text en © 2022 The Authors. British Journal of Educational Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society https://creativecommons.org/licenses/by/4.0/This is an open access article under the terms of the http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
spellingShingle Original Articles
Grew, Eva
Baysu, Gülseli
Turner, Rhiannon N.
Experiences of peer victimization and teacher support in secondary school predict university enrolment 5 years later: Role of school engagement
title Experiences of peer victimization and teacher support in secondary school predict university enrolment 5 years later: Role of school engagement
title_full Experiences of peer victimization and teacher support in secondary school predict university enrolment 5 years later: Role of school engagement
title_fullStr Experiences of peer victimization and teacher support in secondary school predict university enrolment 5 years later: Role of school engagement
title_full_unstemmed Experiences of peer victimization and teacher support in secondary school predict university enrolment 5 years later: Role of school engagement
title_short Experiences of peer victimization and teacher support in secondary school predict university enrolment 5 years later: Role of school engagement
title_sort experiences of peer victimization and teacher support in secondary school predict university enrolment 5 years later: role of school engagement
topic Original Articles
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9790406/
https://www.ncbi.nlm.nih.gov/pubmed/35333411
http://dx.doi.org/10.1111/bjep.12500
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