Are theory of mind and bullying separately associated with later academic performance among preadolescents

Datos Bibliográficos

ID9616239
AutoresLars Clemmensen (0000-0002-1750-4649, Child and Adolescent Mental Health Centre, Mental Health Services The Capital Region of Denmark Glostrup Denmark, autor de correspondencia), Jens Richardt Møllegaard Jepsen (Child and Adolescent Mental Health Centre, Mental Health Services The Capital Region of Denmark Glostrup Denmark), Jim Van Os (0000-0002-7245-1586, Department of Psychosis Studies Institute of Psychiatry King's Health Partners King's College London UK), Els M A Blijd‐Hoogewys (INTER‐PSY Groningen The Netherlands), Els Blijd-Hoogewys (0000-0002-5045-8920, Inter-Psy), Martin Køster Rimvall (0000-0003-2627-5523, University of Copenhagen), Else Marie Olsen (0000-0002-7240-9767, Department of Public Health Faculty of Health and Medical Sciences University of Copenhagen Denmark), Charlotte Ulrikka Rask (0000-0002-7426-0353, Aarhus University Hospital), Agna A Bartels‐Velthuis (0000-0001-6731-7836, University Medical Center Groningen University Center for Psychiatry University of Groningen The Netherlands), Anne Mette Skovgaard (0000-0002-8793-8303, Department of Public Health Faculty of Health and Medical Sciences University of Copenhagen Denmark), Pia Jeppesen (0000-0003-2471-2929, Child and Adolescent Mental Health Centre, Mental Health Services The Capital Region of Denmark Glostrup Denmark)
Año2020
Volumen90
Número1
Páginas62-76
Fecha de publicación2020-03-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaBritish Journal of Educational Psychology (JOURNAL)
Identificadores de la revistaISSN: 0007-0998 • E-ISSN: 2044-8279
EditorialWiley (PUBLISHER • GB)
DOI10.1111/bjep.12263
PMID30592024
OpenAlexW2907028300
IdiomaEN
Citas recibidas5
Referencias citadas40

BACKGROUND: Bullying and poor theory of mind (ToM) are both considered to negatively impact academic performance. However, it is unclear if they have separate effects. AIM: The aim of the current study was to examine the potentially separate associations of bullying and ToM with academic performance. SAMPLE: A general population sample of 1,170 children aged 11-12 years. METHODS: Information on bullying, type of involvement (none, victim (only), bully (only), victim-bully (both)), ToM, and estimated intelligence was obtained at face-to-face assessments. Information on academic performance was obtained from Danish school registers. RESULTS: ToM was positively associated with academic performance, and involvement in bullying was negatively associated with academic performance. Academic performance differed between types of involvement in bullying. Pairwise post hoc analyses showed that in the full sample, the only significant difference was between those not involved and those involved as victim (only). This was also the case for girls. Adjusting for potential shared variance with gender, estimated intelligence and ToM being victim (only) and victim-bully (both) were negatively associated with academic performance compared to no involvement. Thus, being a victim (or victim-bully) contributes negatively to academic performance beyond the effects of ToM and intelligence, and regardless of gender. Similarly, ToM remained positively associated with academic performance after adjusting for shared variance. CONCLUSION: ToM and involvement in bullying were both separately associated with later academic performance. These results remained even after adjusting for shared variance, and for shared variance with gender and estimated IQ

Academic achievement · Developmental psychology · Multilevel model · Population · Variance (accounting) · Behavioral and Psychological Studies · Bullying, Victimization, and Aggression · Child and Adolescent Psychosocial and Emotional Development · Demography · Psychology · Social Psychology