Do social self-efficacy and self-esteem moderate the relationship between peer victimization and academic performance?

Victimization by peers has been associated with low academic performance and internalizing problems. Still, not all students who experience peer victimization report a reduction in performance. The current study examines the potential protective nature of self-esteem and social self-efficacy in the relationship between peer victimization and academic performance. A sample of 231 middle school students participated. Schools reported academic performance and students completed self-report questionnaires. The ability of social self-efficacy and self-esteem in aiding academic and emotional resilience was explored as possible mediating and moderating variables using hierarchical regressions. Results supported the conclusion that the interaction of self-efficacy and self-esteem may moderate the relationship between peer victimization and academic performance. Those with above average social self-efficacy reported lower peer victimization and depression as well as higher academic performance. Implications for intervention are discussed.