Bullying and Victimization Among Boys and Girls in Middle School

The Influence of Perceived Family and School Contexts

Datos Bibliográficos

ID11670731
AutoresChristine M Wienke Totura (0000-0002-1772-9514, University of South Florida, autor de correspondencia), Carol Mackinnon-Lewis (University of South Florida), Carol MacKinnon‐Lewis (University of South Florida), Ellis L Gesten (University of South Florida), Ray Gadd (Pasco County School District), Katherine P Divine (Duval County Public Schools), Sherri Dunham (District School Board of Pasco County), Dimitra Kamboukos (0000-0002-9635-8909, New York University School of Medicine)
Año2008
Volumen29
Número4
Páginas571-609
Fecha de publicación2008-11-17
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaThe Journal of Early Adolescence (JOURNAL)
Identificadores de la revistaISSN: 0272-4316 • E-ISSN: 1552-5449
EditorialSAGE Publishing (PUBLISHER • US)
DOI10.1177/0272431608324190
OpenAlexW2168370408
IdiomaEN
Citas recibidas16
Referencias citadas86

The present study examines the mechanisms by which students' perceptions of family and school experiences moderate the association between their emotionality and their habitual involvement in bullying and victimization. The authors hypothesize that students with internalizing and/or externalizing difficulties are less likely to be categorized as bullies and/or victims if they report coming from more cohesive and adaptable families and attending schools characterized by higher adult monitoring, lower levels of aggression and disorder, and higher levels of school bonding. Home and school environments in which these characteristics are less evident to students were expected to exacerbate the likelihood of being bullies and/or victims. Middle school youth ( N = 2,506) and their teachers completed surveys assessing emotionality, peer relationships, academic performance, and home and school contexts. Using multinomial logistic regression, the authors found that perceived climates low in student misconduct increase the likelihood that internalizing difficulties predicted classification as victims. Increased student-reported adult monitoring decreased the likelihood for students with externalizing problems to be characterized as bullies, particularly for girls. These findings have implications for the development of school-based intervention programming

Aggression · Developmental psychology · Emotionality · Intervention (counseling · Logistic regression · Misconduct · Multinomial logistic regression · Psychiatry · Bullying, Victimization, and Aggression · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Medicine · Parental Involvement in Education · Psychology