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Gepubliceerd in: Journal of Abnormal Child Psychology 6/2014

01-08-2014

Executive Functioning and Non-Verbal Intelligence as Predictors of Bullying in Early Elementary School

Auteurs: Marina Verlinden, René Veenstra, Akhgar Ghassabian, Pauline W. Jansen, Albert Hofman, Vincent W. V. Jaddoe, Frank C. Verhulst, Henning Tiemeier

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 6/2014

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Abstract

Executive function and intelligence are negatively associated with aggression, yet the role of executive function has rarely been examined in the context of school bullying. We studied whether different domains of executive function and non-verbal intelligence are associated with bullying involvement in early elementary school. The association was examined in a population-based sample of 1,377 children. At age 4 years we assessed problems in inhibition, shifting, emotional control, working memory and planning/organization, using a validated parental questionnaire (the BRIEF-P). Additionally, we determined child non-verbal IQ at age 6 years. Bullying involvement as a bully, victim or a bully-victim in grades 1–2 of elementary school (mean age 7.7 years) was measured using a peer-nomination procedure. Individual bullying scores were based on the ratings by multiple peers (on average 20 classmates). Analyses were adjusted for various child and maternal socio-demographic and psychosocial covariates. Child score for inhibition problems was associated with the risk of being a bully (OR per SD = 1.35, 95%CI: 1.09–1.66), victim (OR per SD = 1.21, 95%CI: 1.00–1.45) and a bully-victim (OR per SD = 1.55, 95%CI: 1.10–2.17). Children with higher non-verbal IQ were less likely to be victims (OR = 0.99, 95%CI: 0.98–1.00) and bully-victims (OR = 95%CI: 0.93–0.98, respectively). In conclusion, our study showed that peer interactions may be to some extent influenced by children’s executive function and non-verbal intelligence. Future studies should examine whether training executive function skills can reduce bullying involvement and improve the quality of peer relationships.
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1
This group is also often referred to as “reactive victims” or “aggressive victims”.
 
2
To be consistent in the use of terminology in our manuscript, we will use the concept of “bully-victim” when referring to children who are both victims and bullies, as characteristics of bully-victims come close to the characteristics of the group of children described as “reactive victims” and “aggressive victims” in the social information-processing studies. However, the degree of correspondence between these groups is most probably not complete.
 
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Metagegevens
Titel
Executive Functioning and Non-Verbal Intelligence as Predictors of Bullying in Early Elementary School
Auteurs
Marina Verlinden
René Veenstra
Akhgar Ghassabian
Pauline W. Jansen
Albert Hofman
Vincent W. V. Jaddoe
Frank C. Verhulst
Henning Tiemeier
Publicatiedatum
01-08-2014
Uitgeverij
Springer US
Gepubliceerd in
Research on Child and Adolescent Psychopathology / Uitgave 6/2014
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI
https://doi.org/10.1007/s10802-013-9832-y

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