The Relationship between Victimization at School and Achievement: The Cusp Catastrophe Model for Reading Performance

Autor/inn/en	Sideridis, Georgios D.; Antoniou, Faye; Stamovlasis, Dimitrios; Morgan, Paul L.
Titel	The Relationship between Victimization at School and Achievement: The Cusp Catastrophe Model for Reading Performance
Quelle	In: Behavioral Disorders, 38 (2013) 4, S.228-242 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
Schlagwörter	Victims; Bullying; Correlation; Reading Achievement; Learning Disabilities; Foreign Countries; Reading Skills; Questionnaires; Reading Comprehension; Decoding (Reading); At Risk Students; Social Environment; Emotional Response; Hypothesis Testing; Elementary School Students; Secondary School Students; Reading Tests; Longitudinal Studies; Greece + Suchen Sie Ihr Suchwort? Victim; Opfer; Mobbing; Korrelation; Leseleistung; Learning handicap; Lernbehinderung; Ausland; Reading skill; Lesefertigkeit; Fragebogen; Leseverstehen; Dekodierung; Soziales Umfeld; Emotionales Verhalten; Hypothesenprüfung; Hypothesentest; Sekundarschüler; Lesetest; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Griechenland
Abstract	We evaluated the relationship between victimization and academic achievement from a nonlinear perspective using a cusp catastrophe model. Participants were 62 students with identified learning disabilities (LD) using statewide criteria in Greece. Students participated in a 2-year cohort-sequential design. Reading assessments involved measures of word accuracy, pseudoword accuracy, and reading comprehension using a standardized reading battery. Victimization was assessed using the Olweus (1993) questionnaire. Analysis involved estimation of the cusp model with the dependent variable (word accuracy or reading comprehension) being predicted by pseudoword or word decoding (the asymmetry factor) and victimization (the bifurcation or splitting factor). We hypothesized that the relationship between word and pseudoword decoding or reading comprehension and word decoding would be disrupted by the presence of high levels in victimization. That is, increased victimization following a critical point would be associated with unpredictable, sudden, and nonlinear changes in students' achievement in reading. Results were consistent with this hypothesis. Specifically, achievement in word decoding and reading comprehension entered a state of uncertainty (chaos) when victimization reached a certain threshold value. Consequently, victimization may not only affect emotional functioning but also seriously disrupt both reading achievement and self-regulatory processes related to reading. (As Provided).
Anmerkungen	Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/publication/behavioraldisorders
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10