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Understanding Ecological Factors Associated With Bullying Across the Elementary to Middle School Transition in the United States
University of Illinois, IL USA.
Wayne State University, MI 48202 USA.
Yale University, CT 06520 USA.
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0001-9233-3862
2015 (English)In: Violence and Victims, ISSN 0886-6708, E-ISSN 1945-7073, Vol. 30, no 3, 470-487 p.Article in journal (Refereed) Published
Abstract [en]

This study examines sociodemographic characteristics and social-environmental factors associated with bullying during the elementary to middle school transition from a sample of 5th-grade students (n = 300) in 3 elementary schools at Time 1. Of these, 237 participated at Time 2 as 6th-grade students. Using cluster analyses, we found groups of students who reported no increase in bullying, some decrease in bullying, and some increase in bullying. Students who reported increases in bullying also reported decreases in school belongingness and teacher affiliation and increases in teacher dissatisfaction. Students who reported decreases in bullying also reported decreases in victimization. These findings suggest that changes across the transition in students relations to school and their teachers are predictive of changes in bullying.

Place, publisher, year, edition, pages
SPRINGER PUBLISHING CO , 2015. Vol. 30, no 3, 470-487 p.
Keyword [en]
bullying; cluster analysis; early adolescence; middle school; transition
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:liu:diva-121935DOI: 10.1891/0886-6708.VV-D-14-00046ISI: 000361396000007Scopus ID: 2-s2.0-84931090140OAI: oai:DiVA.org:liu-121935DiVA: diva2:860639
Available from: 2015-10-13 Created: 2015-10-12 Last updated: 2017-09-29Bibliographically approved

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Thornberg, Robert
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CiteExportLink to record
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Citation style
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  • nn-NB
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