Direct and Indirect Effects of Bullying Victimization on Academic Performance and Mental Health among Secondary School Students

Autor/inn/en	Miskimon, Kayla; Jenkins, Lyndsay N.; Kaminski, Sonya
Titel	Direct and Indirect Effects of Bullying Victimization on Academic Performance and Mental Health among Secondary School Students
Quelle	In: School Mental Health, 15 (2023) 1, S.220-230 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Miskimon, Kayla) ORCID (Jenkins, Lyndsay N.) ORCID (Kaminski, Sonya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1866-2625
DOI	10.1007/s12310-022-09545-y
Schlagwörter	Bullying; Victims; Mental Health; Academic Achievement; Secondary School Students; Mental Disorders; Computer Mediated Communication; Gender Differences; Intervention + Suchen Sie Ihr Suchwort? Mobbing; Victim; Opfer; Psychohygiene; Schulleistung; Sekundarschüler; Mental illness; Geisteskrankheit; Computerkonferenz; Geschlechterkonflikt
Abstract	This study examined the associations between bullying victimization and mental health and academic performance outcomes. This study also examined the indirect effect of academic performance on the association between bullying victimization and mental health. Participants included 676 secondary school students from the Southeast region of the USA. Using multi-group path analysis, results revealed that traditional victimization was positively associated with mental health difficulties for both boys and girls. Further, both traditional and cyber victimization were negatively associated with academic performance for girls only. Finally, results indicated that the indirect effect of academic performance on the association between traditional and cyber victimization and mental health was only significant for girls. Findings from this study highlight gender differences in bullying victimization outcomes. Implications for researchers, such as suggestions for future bullying intervention programs, are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01