The Relationship between Early Adolescent Cyberbullying Victimization and Later Emotional Wellbeing and Academic Achievement

Autor/inn/en	Halliday, Sarah; Taylor, Amanda; Turnbull, Deborah; Gregory, Tess
Titel	The Relationship between Early Adolescent Cyberbullying Victimization and Later Emotional Wellbeing and Academic Achievement
Quelle	In: Psychology in the Schools, 60 (2023) 12, S.5281-5301 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Halliday, Sarah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.23032
Schlagwörter	Early Adolescents; Bullying; Victims; Computer Mediated Communication; Mental Health; Well Being; Academic Achievement; Grade 6; Grade 7; Grade 9; Individual Characteristics; Peer Relationship; Psychological Patterns; Life Satisfaction; Anxiety; Reading Achievement; Mathematics Achievement; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Mobbing; Victim; Opfer; Computerkonferenz; Psychohygiene; Well-being; Wellness; Wohlbefinden; Schulleistung; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 09; 9. Schuljahr; Schuljahr 09; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Peer-Beziehungen; Lebensvollendung; Angst; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Australien
Abstract	This study addresses a knowledge gap in the literature about early adolescent cyberbullying victimization and the related positive and negative emotional wellbeing and academic achievement outcomes experienced over time. The study examines 9139 South Australian students (aged 10-13 years) who reported on cyberbullying status in Grade 6, and explores the relationship with emotional wellbeing and academic achievement outcomes measured in Grade 7 and Grade 9, while accounting for range of child, peer, school, and community covariates. Using mixed effects modeling, the results show that cyberbullying victimization is associated with significantly lower levels of happiness, life satisfaction, and higher levels of sadness, and worries over the shorter term (Grade 7), and significantly lower levels of reading and numeracy sustained across the longer term (Grades 7 and 9), compared to non-victimization. The results indicate that early adolescent cyberbullying may be associated with poor emotional wellbeing and academic achievement as one progresses through formal school and highlights the importance of considering the outcomes of bullying victimization beyond the immediate instance. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01