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

Role of school engagement

Bibliographic Data

ID5265400
AuthorsEva Grew (0000-0002-6497-3616, Queen’s University Belfast Belfast UK, corresponding author), Gülseli Baysu (0000-0001-6298-0946, Queen’s University Belfast Belfast UK), Richard N Turner (0000-0002-0393-8593, Queen’s University Belfast Belfast UK)
Year2022
Volume92
Issue4
Pages1295-1314
Publication date2022-12-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueBritish Journal of Educational Psychology (JOURNAL)
Journal identifiersISSN: 0007-0998 • E-ISSN: 2044-8279
PublisherWiley (PUBLISHER • GB)
DOI10.1111/bjep.12500
PMID35333411
OpenAlexW4220711322
LanguageEN
Citations received11
References cited58

BackgroundPeer victimization has an adverse effect on academic outcomes. However, longitudinal research on how peer victimization affects access to higher education is lacking.AimsIn 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.SampleThe 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).MethodData were analysed in a longitudinal structural equation model in Mplus 8.ResultsAdolescents 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.ConclusionsPeer 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

Developmental psychology · Mathematics education · Peer victimization · Poison control · Suicide prevention · Bullying, Victimization, and Aggression · Communication in Education and Healthcare · Parental Involvement in Education · Psychology

Tools

Open DOIOpen Access