Early Adolescent School Adjustment: Associations with Friendship and Peer Victimization Stephen A. Erath, Department of Human Development and Family Studies, Auburn University, Kelly S. Flanagan, Department of Psychology, Wheaton College and Karen L. Bierman, Department of Psychology, Pennsylvania State University Abstract This study investigates shared and unique associations of early adolescent friendship and peer victimization with self reports of school liking and teacher reports of aca- demic competence. Participants were 398 sixth and seventh grade students and their teachers and peers. Measures of friendship included self reports of friendship support and mutual friendship nominations, and measures of peer victimization also included self and peer reports. Regression analyses revealed that friendship support and mutual friendships were uniquely associated with higher school liking and academic compe- tence, and peer-reported victimization was uniquely associated with lower academic competence. Moderation analyses revealed that self-reported victimization was asso- ciated with lower school liking among students who reported higher friendship support but not among students who reported lower friendship support. The developmental context of findings and potential mechanisms are discussed. Keywords: friendship; peer victimization; school adjustment; middle school Introduction Sharp declines in school liking and academic performance often occur at the transition to middle school (Eccles & Midgley, 1989; Wigfield & Eccles, 1994). In part, these declines may be the result of role strain associated with concurrent biological, social, and school changes that middle school students encounter (Fenzel, 1989). Many students experience a dramatic shift in the social structure of their school context, as they migrate from small, self-contained elementary classrooms to larger, hetero- geneous middle schools (Eccles & Midgley, 1989). Changes in classroom organization and instruction alone can contribute to role strain on students; challenges in early adolescent peer relationships can produce additional strain at the transition to middle school (Fenzel, 1989). Correspondence should be addressed to Stephen A. Erath, Human Development and Family Studies, 203 Spidle Hall, Auburn University, Auburn, AL 36849. Email: sae0001@auburn.edu doi: 10.1111/j.1467-9507.2008.00458.x © Blackwell Publishing Ltd. 2008. Published by Blackwell Publishing, 9600 Garsington Road, Oxford OX4 2DQ, UK and 350 Main Street, Malden, MA 02148, USA.