Contextual influences on the relation between peer victimization and achievement: A test of meta-analytic moderators

David Schwartz

doi:10.1016/j.dr.2026.101271

Contextual influences on the relation between peer victimization and achievement: A test of meta-analytic moderators

2026-05-17

0

PRE

AI

D

David Schwartz

M

Minci Zhang *

Y

Yana Ryjova

L

Leslie M. Taylor

J

Jinsol Chung

W

Wendy Troop‐Gordon

DOI：10.1016/j.dr.2026.101271

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Abstract

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• An extensive body of findings demonstrates negative associations between peer victimization and academic adjustment. • Past research has tested similar theoretical models and hypotheses across a wide range of sociocultural environments. • Our meta-moderation analyses revealed that effect size differences across projects partly depended on contextual features. • Links between victimization and achievement varied by national setting, academic norms, developmental stage, and gender. • The academic adjustment of bullied youth appears to be shaped by an interrelated network of contextually bound factors.

Keywords:

peer victimization

academic achievement

contextual factors

meta-analysis

developmental stage

Contextual influences on the relation between peer victimization and achievement: A test of meta-analytic moderators

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