000			02778nam a22002417a 4500
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008			231106b ||||| |||| 00| 0 eng d
022			_a0007-0998
037			_bRIEBPL Library
082			_a370.1505
100			_a Eva Grew, Gülseli Baysu, and Rhiannon N. Turner
245			_a Experiences of peer victimization and teacher support in secondary school predict university enrolment 5 years later: Role of school engagement _b(Journal Article)
260			_aUK _b: Wiley and sons _c,December 2022
300			_a 1295-1314p.
490			_aBritish Journal of Educational Psychology,Volume92, Issue4
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract- Background Peer victimization has an adverse effect on academic outcomes. However, longitudinal research on how peer victimization affects access to higher education is lacking. Aims In 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. Sample The 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). Method Data were analysed in a longitudinal structural equation model in Mplus 8. Results Adolescents 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. Conclusions Peer 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.
650			_aaspirations minority
650			_a peer victimization school
650			_aengagement teacher support university
856			_u https://bpspsychub.onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12500
942			_cPER
999			_c44736 _d44735