Academic Competence for Adolescents Who Bully and Who Are Bullied: Findings from the 4-H Study of Positive Youth Development

Autor/inn/en	Ma, Lang; Phelps, Erin; Lerner, Jacqueline V.; Lerner, Richard M.
Titel	Academic Competence for Adolescents Who Bully and Who Are Bullied: Findings from the 4-H Study of Positive Youth Development
Quelle	In: Journal of Early Adolescence, 29 (2009) 6, S.862-897 (36 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431609332667
Schlagwörter	Intervention; Bullying; Academic Achievement; Academic Aspiration; Adolescents; Grade 5; Grade 6; Longitudinal Studies; Regression (Statistics); Gender Differences; Mothers; Parent Background; Measures (Individuals); Socioeconomic Status; Incidence; Correlation; Child Development + Suchen Sie Ihr Suchwort? Mobbing; Schulleistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Regression; Regressionsanalyse; Geschlechterkonflikt; Mother; Mutter; Elternhaus; Messdaten; Socio-economic status; Sozioökonomischer Status; Vorkommen; Korrelation; Kindesentwicklung
Abstract	School bullying has negative implications for adolescent academic competence, making it important to explore what factors promote such competence for adolescents who bully and who are bullied. Potential contextual and individual variables linked to academic competence were examined in the context of bullying. Data were derived from the Grades 5 and 6 of the 4-H Study of Positive Youth Development, a national longitudinal investigation of adolescents in the United States that began in 2002. Longitudinal random effects hierarchical regression analyses with a subsample of 620 adolescents indicated that being a bully negatively impacted academic competence beyond demographic background, including sex and maternal education, and prior year academic competence. Concurrent random effects hierarchical regression analyses of a subsample of 250 adolescents suggested that educational expectations and school engagement interacted in fostering academic competence for bullies and victims. These findings highlight the importance of addressing academic competence in bullying interventions. (Contains 5 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10