The Development of Academic Competence among Adolescents Who Bully and Who Are Bullied

Autor/inn/en	Ma, Lang; Phelps, Erin; Lerner, Jacqueline V.; Lerner, Richard M.
Titel	The Development of Academic Competence among Adolescents Who Bully and Who Are Bullied
Quelle	In: Journal of Applied Developmental Psychology, 30 (2009) 5, S.628-644 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-3973
DOI	10.1016/j.appdev.2009.07.006
Schlagwörter	Bullying; Grades (Scholastic); Academic Achievement; Academic Ability; Adolescents; Grade 5; Victims of Crime; Grade 6; Grade 7; Peer Relationship; Context Effect; Individual Characteristics; Predictor Variables; Gender Differences; Teacher Influence; Parent Influence; Academic Aspiration; Student Participation + Suchen Sie Ihr Suchwort? Mobbing; Notenspiegel; Schulleistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; School year 05; 5. Schuljahr; Schuljahr 05; Victim; Victims; Crime; Opfer; Verbrechen; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Peer-Beziehungen; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Prädiktor; Geschlechterkonflikt; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Using data from the first three waves (Grades 5, 6, and 7) of the 4-H Study of Positive Youth Development, this study assessed if being a bully or being a victim accounts for an adolescent's academic competence, if selected contextual and individual variables impact an adolescent's academic competence, and if such impact differs in relation to an adolescent's bullying status. The results of random coefficient hierarchical regression analyses indicated that being a bully predicted lower grades across time, and that being a bully was more detrimental for girls than for boys. Being a bully and being a victim negatively predicted self-perceived academic competence, but these predictive effects did not change over time or differ by sex. Teacher support positively predicted grades and greater parent support and teacher support independently predicted higher self-perceive academic competence. Greater educational expectations and school engagement independently predicted higher self-reported grades, while these two predictors positively interacted in explaining self-perceived academic competence. Unexpectedly, peer support negatively predicted self-reported grades for victims, and negatively predicted self-perceived academic competence for bullies. We discuss the importance of addressing the issue of academic competence in bullying interventions, as well as the utility of capitalizing on developmental assets in promoting academic competence among adolescents who bully and who are bullied. (Contains 3 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10