TY  - JOUR
PY  - 2014//
TI  - The Effects of Middle School Bullying and Victimization on Adjustment through High School: Growth Modeling of Achievement, School Attendance, and Disciplinary Trajectories
JO  - Psychology in the schools
A1  - Feldman, Marissa A.
A1  - Ojanen, Tiina
A1  - Gesten, Ellis L.
A1  - Smith-Schrandt, Heather
A1  - Brannick, Michael
A1  - Totura, Wienke
A1  - Wienke, Christine M.
A1  - Alexander, Lizette
A1  - Scanga, David
A1  - Brown, Ken
SP  - 1046
EP  - 1062
VL  - 51
IS  - 10
N2  - The current 5-year longitudinal study examined the effects of middle school bullying and victimization on adolescent academic achievement, disciplinary referrals, and school attendance through high school (N = 2030; 1016 both boys and girls). Greater engagement in bullying behaviors was concurrently associated with lower achievement and school attendance for girls and higher levels of disciplinary problems, and, for girls, predicted increases in disciplinary referrals through high school. Victimization was unrelated to school adjustment difficulties when controlling for bullying. Moreover, academic achievement was longitudinally associated with disciplinary referrals and school attendance. These findings outline concurrent school adjustment difficulties associated with engagement in bullying behavior, the longer-term behavioral ramifications for girls, and the relations of behavioral and academic development from middle school to high school.<p /> <p>Language: en</p>
LA  - en
SN  - 0033-3085
UR  - http://dx.doi.org/10.1002/pits.21799
ID  - ref1
ER  -