Adolescent Bully-Victims: Social Health and the Transition to Secondary School

Autor/inn/en	Lester, Leanne; Cross, Donna; Shaw, Therese; Dooley, Julian
Titel	Adolescent Bully-Victims: Social Health and the Transition to Secondary School
Quelle	In: Cambridge Journal of Education, 42 (2012) 2, S.213-233 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2012.676630
Schlagwörter	Student Participation; Bullying; Early Adolescents; Victims; Social Development; Peer Relationship; Predictor Variables; Correlation; Learner Engagement; Student Attitudes; Expectation; Grade 7; Grade 8; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Mobbing; Victim; Opfer; Soziale Entwicklung; Peer-Beziehungen; Prädiktor; Korrelation; Schülerverhalten; Expectancy; Erwartung; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Ausland; Australien
Abstract	This study aimed to investigate the causal pathways and factors associated with being involved in bullying behaviour as a bully-victim using longitudinal data from students aged 11-14 years over the transition time from primary to secondary school. Examination of bully-victim pathways suggest a critical time to intervene is prior to transition from the end of primary school to the beginning of secondary school to prevent and reduce the harm from bullying. Negative outcome expectancies from bullying perpetration were a significant predictor of being a bully-victim at the end of the first year of secondary school. The findings show an association between peer support, connectedness to school, pro-victim attitudes, outcome expectancies and level of bullying involvement. Implications for intervention programs are discussed. (Contains 3 tables and 4 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10