The Effects of Middle School Bullying and Victimization on Adjustment through High School: Growth Modeling of Achievement, School Attendance, and Disciplinary Trajectories

Autor/inn/en	Feldman, Marissa A.; Ojanen, Tiina; Gesten, Ellis L.; Smith-Schrandt, Heather; Brannick, Michael; Wienke Totura, Christine M.; Alexander, Lizette; Scanga, David; Brown, Ken
Titel	The Effects of Middle School Bullying and Victimization on Adjustment through High School: Growth Modeling of Achievement, School Attendance, and Disciplinary Trajectories
Quelle	In: Psychology in the Schools, 51 (2014) 10, S.1046-1062 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21799
Schlagwörter	Middle School Students; Bullying; Victims; Academic Achievement; Student Adjustment; Longitudinal Studies; Correlation; Gender Differences; Attendance; Referral; Discipline; Student Behavior; Statistical Analysis + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mobbing; Victim; Opfer; Schulleistung; Adjustment; Studentin; Adaptation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Geschlechterkonflikt; Anwesenheit; Disziplin; Student behaviour; Schülerverhalten; Statistische Analyse
Abstract	The current 5-year longitudinal study examined the effects of middle school bullying and victimization on adolescent academic achievement, disciplinary referrals, and school attendance through high school (N = 2030; 1016 both boys and girls). Greater engagement in bullying behaviors was concurrently associated with lower achievement and school attendance for girls and higher levels of disciplinary problems, and, for girls, predicted increases in disciplinary referrals through high school. Victimization was unrelated to school adjustment difficulties when controlling for bullying. Moreover, academic achievement was longitudinally associated with disciplinary referrals and school attendance. These findings outline concurrent school adjustment difficulties associated with engagement in bullying behavior, the longer-term behavioral ramifications for girls, and the relations of behavioral and academic development from middle school to high school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10