This research was based on the Québec Longitudinal Study of Child Development. It was supported by the Institut de la Statistique du Québec, the Québec Ministry of Health and Social Services, The Québec Ministry of Families and Seniors, the Social Sciences and Humanities Research Council of Canada (SSHRC), the Fonds Québécois de Recherche sur la Société et la Culture (FQRSC), and the Canadian Institutes of Health Research (CIHR). We thank the children, parents, and teachers who participated in this study.
Peer Victimization, Poor Academic Achievement, and the Link Between Childhood Externalizing and Internalizing Problems
Version of Record online: 20 JUN 2012
© 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.
Volume 83, Issue 5, pages 1775–1788, September/October 2012
How to Cite
van Lier, P. A. C., Vitaro, F., Barker, E. D., Brendgen, M., Tremblay, R. E. and Boivin, M. (2012), Peer Victimization, Poor Academic Achievement, and the Link Between Childhood Externalizing and Internalizing Problems. Child Development, 83: 1775–1788. doi: 10.1111/j.1467-8624.2012.01802.x
- Issue online: 11 SEP 2012
- Version of Record online: 20 JUN 2012
This study explored whether early elementary school aged children’s externalizing problems impede academic functioning and foster negative social experiences such as peer victimization, thereby making these children vulnerable for developing internalizing problems and possibly increasing their externalizing problems. It also explored whether early internalizing problems contributed to an increase in externalizing problems. The study examined 1,558 Canadian children from ages 6 to 8 years. Externalizing and internalizing problems, peer victimization, and school achievement were assessed annually. Externalizing problems lead to academic underachievement and experiences of peer victimization. Academic underachievement and peer victimization, in turn, predicted increases in internalizing problems and in externalizing problems. These pathways applied equally to boys and girls. No links from internalizing to externalizing problems were found.