Abstract
The current study further evaluated the association between rule-breaking behavior and academic performance by examining peer
rejection and depressive symptoms as potential mediators of this association. Study hypotheses were examined using a sample
of 147 school-age children (54.4% male) ranging from five to 13 years of age (M = 8.22, SD = 1.99). A meditational path model was estimated, and findings suggested that peer rejection mediated the association between
rule-breaking behavior and academic performance two months later when also considering the stability of academic performance.
That is, high levels of rule-breaking behavior were associated with high levels of peer rejection, which in turn was associated
with poor academic performance. Depressive symptoms were not indicated as a mediator of this association. Findings and their
implications are discussed.
rejection and depressive symptoms as potential mediators of this association. Study hypotheses were examined using a sample
of 147 school-age children (54.4% male) ranging from five to 13 years of age (M = 8.22, SD = 1.99). A meditational path model was estimated, and findings suggested that peer rejection mediated the association between
rule-breaking behavior and academic performance two months later when also considering the stability of academic performance.
That is, high levels of rule-breaking behavior were associated with high levels of peer rejection, which in turn was associated
with poor academic performance. Depressive symptoms were not indicated as a mediator of this association. Findings and their
implications are discussed.
- Content Type Journal Article
- Pages 1-8
- DOI 10.1007/s10862-011-9269-y
- Authors
- Paula J. Fite, University of Kansas, Lawrence, KS, USA
- Amber R. Wimsatt, University of Tennessee, Knoxville, TN, USA
- Michael L. Vitulano, University of Tennessee, Knoxville, TN, USA
- Jamie L. Rathert, University of Tennessee, Knoxville, TN, USA
- Sonia Schwartz, University of Kansas, Lawrence, KS, USA
- Journal Journal of Psychopathology and Behavioral Assessment
- Online ISSN 1573-3505
- Print ISSN 0882-2689