Journal of Applied Developmental Psychology
The development of academic competence among adolescents who bully and who are bullied☆
Section snippets
Method
The present study was conducted as a part of the 4-H Study of Positive Youth Development (PYD), a longitudinal study that began in 2002 with a sample of about 1700 5th grade youth and their parents (or guardians) from 13 states in the United States. The 4-H Study was designed to test a theoretical model about the role of developmental assets in promoting PYD and in reducing problem and risk behaviors. PYD is conceptualized by the “Five Cs” of competence, confidence, connection, character, and
Results
Prior to conducting random coefficient hierarchical regression analyses to assess links between bullying and academic competence development within the longitudinal sample of 776 adolescents, preliminary data analysis was conducted in three steps. In Step 1, we described the demographic background of the longitudinal sample, such as sex, age, race/ethnicity, maternal education, and household per capita income. As the second step, we computed univariate descriptive statistics (means and standard
Discussion
Consistent with what may be derived from extant cross-sectional research on the relationships between bullying and academic competence (e.g., Nansel et al., 2001, Yang et al., 2003), this study suggested that, overall, being a bully and being a victim have negative developmental implications for academic competence. In addition, there are some nuanced differences in the findings for adolescents with different bullying statuses. As was shown in Table 2, being directly involved in bullying, as a
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2020, Children and Youth Services ReviewCitation Excerpt :Moreover, students who are bullied may have difficulty paying attention in class, which could negatively affect their level of school engagement (Grinshteyn & Yang, 2017; Hutzell & Payne, 2012; Nansel et al., 2003). Bullies may also spend less time and energy on schoolwork, thus affecting their level of engagement with school (Andershed, Kerr, & Stattin, 2001; Dembo et al., 2019; Ma, Phelps, Lerner, & Lerner, 2009). In this study, children with one or more ACEs were more likely to be disengaged in school than children with no ACEs.
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2018, Journal of Applied Developmental PsychologyCitation Excerpt :These include not only increased competition in class, but also peer pressure, various new demands from teachers, and limited opportunities for receiving detailed feedback from each teacher. However, the research indicates that secondary school teachers may be able to support the need for competence (Ma, Phelps, Lerner, & Lerner, 2009) by providing well-tailored and challenging tasks, which should not be overwhelming, together with manageable responsibilities in class (Alfassi, 2004). In addition, they should give detailed feedback on the students' academic performance (Becker & Luthar, 2002; Niemiec & Ryan, 2009; Pianta, Hamre, & Stuhlman, 2003; Radel, Sarrazin, Legrain, & Wild, 2010).
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This article is based on a dissertation submitted by the first author to Tufts University in partial fulfillment of the requirements for the Ph.D. This research was supported in part by a grant from the National 4-H Council.