Academic Failure and Peer Victimization Mediate the Relationship Between Externalizing and Internalizing Problems in Elementary School Children
Document Type
Thesis
Degree Name
Master of Science (MS)
Department
Psychology and Special Education
Date of Award
9-1-2026
Abstract
Externalizing and internalizing behaviors in children may interact. Three models have been proposed to explain this relationship. Academic failure and peer victimization are thought to mediate that relationship. Data was used from a sample of elementary school children designed to be representative of students in the United States. This study conducted path analyses using structural equation modeling to investigate support for these models and dependence on the source of peer victimization ratings or on the measure of academic performance. Of the eight models tested, three supported the Dual Failure model, showing significant indirect effects from externalizing-to-internalizing behaviors, with significant positive mediation by academic performance and peer victimization. The Acting Out hypothesis, which predicts increased externalizing behaviors following earlier internalizing behaviors, was not supported in any of the models. Although weak positive indirect effects were found, they were negated by the moderately large negative direct effects. There was evidence for the transactional model across almost all models, with positive indirect effects from internalizing-to-internalizing and from externalizing-to-externalizing behaviors. However, those indirect effects accounted for only a minimal percentage of the total effects in those pathways. When gender effects were considered, the four models with teacher ratings of peer victimization were excluded because they lacked metric measurement invariance. Of the remaining models, boys showed evidence of the Dual Failure pathway in the model from grades 3 to 5, which included self-rated peer victimization and teacher-rated academic performance. In addition, some gender effects were found for the Acting Out and transactional models; however, the mediation effect sizes were quite small.
Advisor
Shifang Tang
Subject Categories
Psychology | Social and Behavioral Sciences
Recommended Citation
Kramer, Kevin, "Academic Failure and Peer Victimization Mediate the Relationship Between Externalizing and Internalizing Problems in Elementary School Children" (2026). Electronic Theses & Dissertations. 1382.
https://lair.etamu.edu/etd/1382
