Elsevier

Journal of Applied Developmental Psychology

Volume 30, Issue 5, September–October 2009, Pages 628-644
Journal of Applied Developmental Psychology

The development of academic competence among adolescents who bully and who are bullied

https://doi.org/10.1016/j.appdev.2009.07.006Get rights and content

Abstract

Using data from the first three waves (Grades 5, 6, and 7) of the 4-H Study of Positive Youth Development, this study assessed if being a bully or being a victim accounts for an adolescent's academic competence, if selected contextual and individual variables impact an adolescent's academic competence, and if such impact differs in relation to an adolescent's bullying status. The results of random coefficient hierarchical regression analyses indicated that being a bully predicted lower grades across time, and that being a bully was more detrimental for girls than for boys. Being a bully and being a victim negatively predicted self-perceived academic competence, but these predictive effects did not change over time or differ by sex. Teacher support positively predicted grades and greater parent support and teacher support independently predicted higher self-perceive academic competence. Greater educational expectations and school engagement independently predicted higher self-reported grades, while these two predictors positively interacted in explaining self-perceived academic competence. Unexpectedly, peer support negatively predicted self-reported grades for victims, and negatively predicted self-perceived academic competence for bullies. We discuss the importance of addressing the issue of academic competence in bullying interventions, as well as the utility of capitalizing on developmental assets in promoting 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

References (82)

  • BaltesP.B. et al.

    Life-span theory in developmental psychology

  • BaltesP.B. et al.

    Life-span developmental psychology: Introduction to research methods

    (1988)
  • BogenschneiderK.

    Parental involvement in adolescent schooling: A proximal process with transcontextual validity

    Journal of Marriage & the Family

    (1997)
  • Boyce RodgersK. et al.

    Personal, family, and school factors related to adolescent academic performance: A comparison by family structure

    Marriage & Family Review

    (2001)
  • ChenJ.J.L.

    Relation of academic support from parents, teachers, and peers to Hong Kong adolescents' academic achievement: The mediating role of academic engagement

    Genetic, Social, and General Psychology Monographs

    (2005)
  • CohenJ. et al.

    Applied multiple regression/correlation analysis for the behavioral sciences

    (2003)
  • CrickN.R. et al.

    Relational aggression, gender, and social–psychological adjustment

    Child Development

    (1995)
  • DornbuschS.M. et al.

    The relation of parenting style to adolescent school performance

    Child Development

    (1987)
  • DupperD.R. et al.

    Low-level violence: A neglected aspect of school culture

    Urban Education

    (2002)
  • EisenbergN. et al.

    The relations of children's dispositional empathy-related responding to their emotionality, regulation, and social functioning

    Developmental Psychology

    (1996)
  • EnglundM.M. et al.

    Children's achievement in early elementary school: Longitudinal effects of parental involvement, expectations, and quality of assistance

    Journal of Educational Psychology

    (2004)
  • EsleaM. et al.

    Friendship and loneliness among bullies and victims: Data from seven countries

    Aggressive Behavior

    (2004)
  • FeathermanD.L. et al.

    Sexual inequalities and socioeconomic achievement in the U.S., 1962–1973

    American Sociological Review

    (1976)
  • FeathermanD.L. et al.

    Opportunity and change

    (1978)
  • FlouriE.

    Raising expectations

    The Psychologist

    (2006)
  • FreundA.M. et al.

    Selection, optimization, and compensation as strategies of life management: Correlations with subjective indicators of successful aging

    Psychology and Aging

    (1998)
  • FreundA.M. et al.

    The orchestration of selection, optimization and compensation: An action-theoretical conceptualization of a theory of developmental regulation

  • GestsdottirS. et al.

    Intentional self-regulation and Positive Youth Development in early adolescence: Findings from the 4-H Study of Positive Youth Development

    Developmental Psychology

    (2007)
  • HanishL.D. et al.

    A longitudinal analysis of patterns of adjustment following peer victimization

    Development & Psychopathology

    (2002)
  • Harter, S. (1983). Supplementary description of the Self-Perception Profile for Children: Revision of the Perceived...
  • HauserR.M. et al.

    Socioeconomic achievements of U.S. men, 1962 to 1972

    Science

    (1974)
  • HazlerR.J.

    Bullying breeds violence: You can stop it

    Learning

    (1994)
  • HazlerR.J. et al.

    Student perceptions of victimization by bullies in school

    Journal of Humanistic Education and Development

    (1991)
  • HodgesE.V.E. et al.

    Personal and interpersonal antecedents and consequences of victimization by peers

    Journal of Personality & Social Psychology

    (1999)
  • HodgesE.V.E. et al.

    The power of friendship: Protection against an escalating cycle of peer victimization

    Developmental Psychology

    (1999)
  • HolmesS.R. et al.

    Bullying behavior in school: A predictor of later gang involvement

    Journal of Gang Research

    (1998)
  • JelicicH. et al.

    Using Positive Youth Development to predict contribution and risk behaviors in early adolescence: Findings from the first two waves of the 4-H Study of Positive Youth Development

    International Journal of Behavioral Development

    (2007)
  • JimersonS. et al.

    A longitudinal study of achievement trajectories: Factors associated with change

    Journal of Educational Psychology

    (1999)
  • JuvonenJ. et al.

    Peer harassment, psychological adjustment, and school functioning in early adolescence

    Journal of Educational Psychology

    (2000)
  • KimK. et al.

    Parental warmth, control, and involvement in schooling: Predicting academic achievement among Korean American adolescents

    Journal of Cross Cultural Psychology

    (2002)
  • KochenderferB.J. et al.

    Peer victimization: Cause or consequence of school maladjustment?

    Child Development

    (1996)
  • Cited by (57)

    • The toxic duo: Bullying involvement and adverse childhood experiences as factors associated with school disengagement among children

      2020, Children and Youth Services Review
      Citation 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.

    • The essential role of the teacher-student relationship in students' need satisfaction during adolescence

      2018, Journal of Applied Developmental Psychology
      Citation 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).

    View all citing articles on Scopus

    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.

    View full text