Understanding Ecological Factors Associated With Bullying Across the Elementary to Middle School Transition in the United States

被引：41

作者：

Espelage, Dorothy L. ^{[1
]}

Hong, Jun Sung ^{[2
]}

Rao, Mrinalini A. ^{[3
]}

Thornberg, Robert ^{[4
]}

机构：

[1] Univ Illinois, Champaign, IL USA

[2] Wayne State Univ, Detroit, MI 48202 USA

[3] Yale Univ, New Haven, CT 06520 USA

[4] Linkoping Univ, S-58183 Linkoping, Sweden

来源：

VIOLENCE AND VICTIMS | 2015年 / 30卷 / 03期

关键词：

bullying; cluster analysis; early adolescence; middle school; transition; INDIVIDUAL-DIFFERENCES; VICTIMIZATION; VICTIMS; BULLIES; ADOLESCENCE; AGGRESSION; ACHIEVEMENT; PREDICTORS; ATTACHMENT; CHILDHOOD;

D O I：

10.1891/0886-6708.VV-D-14-00046

中图分类号：

DF [法律]; D9 [法律];

学科分类号：

0301 ;

摘要：

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.

引用

页码：470 / 487

页数：18

共 60 条

[51] COGNITIONS AND STRESS - DIRECT AND MODERATING EFFECTS ON DEPRESSIVE VERSUS EXTERNALIZING SYMPTOMS DURING THE JUNIOR-HIGH-SCHOOL TRANSITION [J].