INDIRECT EFFECTS IN THE PEER VICTIMIZATION‐ACADEMIC ACHIEVEMENT RELATION: THE ROLE OF ACADEMIC SELF‐CONCEPT AND GENDER

Publisher： John Wiley & Sons Inc

E-ISSN： 1520-6807|52|3|235-247

ISSN： 0033-3085

Source： PSYCHOLOGY IN THE SCHOOLS, Vol.52, Iss.3, 2015-03, pp. : 235-247

Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.

Previous Menu Next

Abstract

Related content

Developmental cascade models linking peer victimization, depression, and academic achievement in Chinese children

By  

BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY, Vol. 36, Iss. 1, 2018-03 ,pp. : 47-63

John Wiley & Sons Inc

Access to resources Recommend Favorite

Early Adolescents' Development of Academic Self‐Concept and Intrinsic Task Value: The Role of Contextual Feedback

By  

JOURNAL OF RESEARCH ON ADOLESCENCE, Vol. 25, Iss. 3, 2015-09 ,pp. : 459-473

John Wiley & Sons Inc

Access to resources Recommend Favorite

A risky mingling: academic identity in relation to stories of the personal and professional self

By Sheridan Vera  

Reflective Practice, Vol. 14, Iss. 4, 2013-08 ,pp. : 568-579

Routledge Ltd

Access to resources Recommend Favorite

The Relation Between Peer Victimization and Adolescents' Well‐Being: The Moderating Role of Ethnicity Within Context

By  

JOURNAL OF RESEARCH ON ADOLESCENCE, Vol. 25, Iss. 1, 2015-03 ,pp. : 118-134

John Wiley & Sons Inc

Access to resources Recommend Favorite

Academic buoyancy, student's achievement, and the linking role of control: A cross‐lagged analysis of high school students

By  

BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, Vol. 85, Iss. 1, 2015-03 ,pp. : 113-130

John Wiley & Sons Inc

Access to resources Recommend Favorite