Abstract
Although past research links greater peer victimization to poorer academic achievement, much less is known about if or how peer victimization contributes to adolescents’ academic efficacy, a potentially malleable predictor of academic success. Informed by the biopsychosocial framework of sleep that emphasizes the interplay of interpersonal dynamics and bioregulatory processes in shaping developmental outcomes, the current study investigated pathways from peer victimization to academic efficacy across adolescents’ first 2 years of high school, testing sleep as a potential underlying mechanism. Participants were 388 ninth-grade adolescents ( Mage = 14.05, SD = 0.41; 61% female) who completed five online assessments of peer victimization, sleep, and academic efficacy across ninth and 10th grades. Multilevel mediation models indicated that higher levels of peer victimization during ninth grade predicted increased daytime dysfunction and sleep disturbances at the beginning of 10th grade, which, in turn, predicted poorer academic efficacy by mid-year of 10th grade. No significant indirect effects were found for the models testing sleep duration and latency as mediators. The findings highlight specific dimensions of sleep as potential modifiable targets for interventions that could mitigate the harmful impact of peer victimization on adolescents’ academic efficacy.
Published Version
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