Bullying Experiences and Compromised Academic Performance Across Middle School Grades
The goal of the study was to examine whether bullying experiences are associated with lower academic performance across middle school among urban students.The ethnically diverse sample was drawn from a longitudinal study of 2,300 sixth graders (44% Latino, 26% African American, 10% Asian, 10% White,...
Gespeichert in:
| Veröffentlicht in: | The Journal of early adolescence 2011-02, Vol.31 (1), p.152-173 |
|---|---|
| Hauptverfasser: | , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 173 |
|---|---|
| container_issue | 1 |
| container_start_page | 152 |
| container_title | The Journal of early adolescence |
| container_volume | 31 |
| creator | Juvonen, Jaana Yueyan Wang Espinoza, Guadalupe |
| description | The goal of the study was to examine whether bullying experiences are associated with lower academic performance across middle school among urban students.The ethnically diverse sample was drawn from a longitudinal study of 2,300 sixth graders (44% Latino, 26% African American, 10% Asian, 10% White, and 10% mixed) from 11 public middle schools. Results of multilevel models (MLMs) showed that grade point averages and teacher-rated academic engagement were each predicted by both self-perceptions of victimization and peer nominations of victim reputation, controlling for demographic and school-level differences as well as overall declines in academic performance over time. Further MLM analyses suggested that most of the victimization effect was due to between-subject differences, as opposed to within-subject fluctuations, in victimization over time. The results of the study suggest that peer victimization cannot be ignored when trying to improve educational outcomes in urban middle schools. |
| doi_str_mv | 10.1177/0272431610379415 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_miscellaneous_954604214</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ909619</ericid><sage_id>10.1177_0272431610379415</sage_id><sourcerecordid>1928253384</sourcerecordid><originalsourceid>FETCH-LOGICAL-c487t-3d8dd05671f2976247be245fbebf4a7aa57f0b632a193dc2cd9a504b37f9d4473</originalsourceid><addsrcrecordid>eNqFkc1LwzAYxoMoOKd3Dx6KHjxV853mOMeciqKgO5c0SWdH28xkBfffmzoRGQxPL7zP7_18ADhF8AohIa4hFpgSxBEkQlLE9sAAMYZTRqncB4NeTnv9EByFsIAQUsz5AMxuurpeV-08mXwura9sq21IVGuSsWuW3jVVsCYZaWVsU-nkxfrS-UZFKia9CyF5qoypbfKq352rk6mPZDgGB6Wqgz35iUMwu528je_Sx-fp_Xj0mGqaiVVKTGYMZFygEkvBMRWFxZSVhS1KqoRSTJSw4AQrJInRWBupGKQFEaU0lAoyBJebvnHTj86GVR731bauVWtdF3LJKI-HIvovmWUMMkgyGMnzLXLhOt_GM_KMMo4lYSRCF7sgJHGGI5L1Q-GG-v6Ut2W-9FWj_DpHMO9dy7ddiyVnm5Lohf7FJw8SSh6fMATpRg5qbv_M3NXuCy3rnc8</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1928253384</pqid></control><display><type>article</type><title>Bullying Experiences and Compromised Academic Performance Across Middle School Grades</title><source>SAGE Complete</source><creator>Juvonen, Jaana ; Yueyan Wang ; Espinoza, Guadalupe</creator><creatorcontrib>Juvonen, Jaana ; Yueyan Wang ; Espinoza, Guadalupe</creatorcontrib><description>The goal of the study was to examine whether bullying experiences are associated with lower academic performance across middle school among urban students.The ethnically diverse sample was drawn from a longitudinal study of 2,300 sixth graders (44% Latino, 26% African American, 10% Asian, 10% White, and 10% mixed) from 11 public middle schools. Results of multilevel models (MLMs) showed that grade point averages and teacher-rated academic engagement were each predicted by both self-perceptions of victimization and peer nominations of victim reputation, controlling for demographic and school-level differences as well as overall declines in academic performance over time. Further MLM analyses suggested that most of the victimization effect was due to between-subject differences, as opposed to within-subject fluctuations, in victimization over time. The results of the study suggest that peer victimization cannot be ignored when trying to improve educational outcomes in urban middle schools.</description><identifier>ISSN: 0272-4316</identifier><identifier>EISSN: 1552-5449</identifier><identifier>DOI: 10.1177/0272431610379415</identifier><identifier>CODEN: JEADD5</identifier><language>eng</language><publisher>Los Angeles, CA: SAGE Publications</publisher><subject>Academic Achievement ; Bullying ; Correlation ; Educational Change ; Educational Objectives ; Grade 6 ; Grade Point Average ; Learner Engagement ; Longitudinal Studies ; Low Achievement ; Middle School Students ; Middle schools ; Minority students ; Outcomes of Education ; Peer relationships ; Prediction ; Program Effectiveness ; Self Concept ; Studies ; Urban areas ; Urban Schools ; Victimization</subject><ispartof>The Journal of early adolescence, 2011-02, Vol.31 (1), p.152-173</ispartof><rights>The Author(s) 2011</rights><rights>Copyright SAGE PUBLICATIONS, INC. Feb 2011</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c487t-3d8dd05671f2976247be245fbebf4a7aa57f0b632a193dc2cd9a504b37f9d4473</citedby><cites>FETCH-LOGICAL-c487t-3d8dd05671f2976247be245fbebf4a7aa57f0b632a193dc2cd9a504b37f9d4473</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.sagepub.com/doi/pdf/10.1177/0272431610379415$$EPDF$$P50$$Gsage$$H</linktopdf><linktohtml>$$Uhttps://journals.sagepub.com/doi/10.1177/0272431610379415$$EHTML$$P50$$Gsage$$H</linktohtml><link.rule.ids>314,776,780,21798,27901,27902,43597,43598</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ909619$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Juvonen, Jaana</creatorcontrib><creatorcontrib>Yueyan Wang</creatorcontrib><creatorcontrib>Espinoza, Guadalupe</creatorcontrib><title>Bullying Experiences and Compromised Academic Performance Across Middle School Grades</title><title>The Journal of early adolescence</title><description>The goal of the study was to examine whether bullying experiences are associated with lower academic performance across middle school among urban students.The ethnically diverse sample was drawn from a longitudinal study of 2,300 sixth graders (44% Latino, 26% African American, 10% Asian, 10% White, and 10% mixed) from 11 public middle schools. Results of multilevel models (MLMs) showed that grade point averages and teacher-rated academic engagement were each predicted by both self-perceptions of victimization and peer nominations of victim reputation, controlling for demographic and school-level differences as well as overall declines in academic performance over time. Further MLM analyses suggested that most of the victimization effect was due to between-subject differences, as opposed to within-subject fluctuations, in victimization over time. The results of the study suggest that peer victimization cannot be ignored when trying to improve educational outcomes in urban middle schools.</description><subject>Academic Achievement</subject><subject>Bullying</subject><subject>Correlation</subject><subject>Educational Change</subject><subject>Educational Objectives</subject><subject>Grade 6</subject><subject>Grade Point Average</subject><subject>Learner Engagement</subject><subject>Longitudinal Studies</subject><subject>Low Achievement</subject><subject>Middle School Students</subject><subject>Middle schools</subject><subject>Minority students</subject><subject>Outcomes of Education</subject><subject>Peer relationships</subject><subject>Prediction</subject><subject>Program Effectiveness</subject><subject>Self Concept</subject><subject>Studies</subject><subject>Urban areas</subject><subject>Urban Schools</subject><subject>Victimization</subject><issn>0272-4316</issn><issn>1552-5449</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2011</creationdate><recordtype>article</recordtype><recordid>eNqFkc1LwzAYxoMoOKd3Dx6KHjxV853mOMeciqKgO5c0SWdH28xkBfffmzoRGQxPL7zP7_18ADhF8AohIa4hFpgSxBEkQlLE9sAAMYZTRqncB4NeTnv9EByFsIAQUsz5AMxuurpeV-08mXwura9sq21IVGuSsWuW3jVVsCYZaWVsU-nkxfrS-UZFKia9CyF5qoypbfKq352rk6mPZDgGB6Wqgz35iUMwu528je_Sx-fp_Xj0mGqaiVVKTGYMZFygEkvBMRWFxZSVhS1KqoRSTJSw4AQrJInRWBupGKQFEaU0lAoyBJebvnHTj86GVR731bauVWtdF3LJKI-HIvovmWUMMkgyGMnzLXLhOt_GM_KMMo4lYSRCF7sgJHGGI5L1Q-GG-v6Ut2W-9FWj_DpHMO9dy7ddiyVnm5Lohf7FJw8SSh6fMATpRg5qbv_M3NXuCy3rnc8</recordid><startdate>20110201</startdate><enddate>20110201</enddate><creator>Juvonen, Jaana</creator><creator>Yueyan Wang</creator><creator>Espinoza, Guadalupe</creator><general>SAGE Publications</general><general>SAGE PUBLICATIONS, INC</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7T2</scope><scope>7U2</scope><scope>C1K</scope></search><sort><creationdate>20110201</creationdate><title>Bullying Experiences and Compromised Academic Performance Across Middle School Grades</title><author>Juvonen, Jaana ; Yueyan Wang ; Espinoza, Guadalupe</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c487t-3d8dd05671f2976247be245fbebf4a7aa57f0b632a193dc2cd9a504b37f9d4473</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2011</creationdate><topic>Academic Achievement</topic><topic>Bullying</topic><topic>Correlation</topic><topic>Educational Change</topic><topic>Educational Objectives</topic><topic>Grade 6</topic><topic>Grade Point Average</topic><topic>Learner Engagement</topic><topic>Longitudinal Studies</topic><topic>Low Achievement</topic><topic>Middle School Students</topic><topic>Middle schools</topic><topic>Minority students</topic><topic>Outcomes of Education</topic><topic>Peer relationships</topic><topic>Prediction</topic><topic>Program Effectiveness</topic><topic>Self Concept</topic><topic>Studies</topic><topic>Urban areas</topic><topic>Urban Schools</topic><topic>Victimization</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Juvonen, Jaana</creatorcontrib><creatorcontrib>Yueyan Wang</creatorcontrib><creatorcontrib>Espinoza, Guadalupe</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Health and Safety Science Abstracts (Full archive)</collection><collection>Safety Science and Risk</collection><collection>Environmental Sciences and Pollution Management</collection><jtitle>The Journal of early adolescence</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Juvonen, Jaana</au><au>Yueyan Wang</au><au>Espinoza, Guadalupe</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ909619</ericid><atitle>Bullying Experiences and Compromised Academic Performance Across Middle School Grades</atitle><jtitle>The Journal of early adolescence</jtitle><date>2011-02-01</date><risdate>2011</risdate><volume>31</volume><issue>1</issue><spage>152</spage><epage>173</epage><pages>152-173</pages><issn>0272-4316</issn><eissn>1552-5449</eissn><coden>JEADD5</coden><abstract>The goal of the study was to examine whether bullying experiences are associated with lower academic performance across middle school among urban students.The ethnically diverse sample was drawn from a longitudinal study of 2,300 sixth graders (44% Latino, 26% African American, 10% Asian, 10% White, and 10% mixed) from 11 public middle schools. Results of multilevel models (MLMs) showed that grade point averages and teacher-rated academic engagement were each predicted by both self-perceptions of victimization and peer nominations of victim reputation, controlling for demographic and school-level differences as well as overall declines in academic performance over time. Further MLM analyses suggested that most of the victimization effect was due to between-subject differences, as opposed to within-subject fluctuations, in victimization over time. The results of the study suggest that peer victimization cannot be ignored when trying to improve educational outcomes in urban middle schools.</abstract><cop>Los Angeles, CA</cop><pub>SAGE Publications</pub><doi>10.1177/0272431610379415</doi><tpages>22</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0272-4316 |
| ispartof | The Journal of early adolescence, 2011-02, Vol.31 (1), p.152-173 |
| issn | 0272-4316 1552-5449 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_954604214 |
| source | SAGE Complete |
| subjects | Academic Achievement Bullying Correlation Educational Change Educational Objectives Grade 6 Grade Point Average Learner Engagement Longitudinal Studies Low Achievement Middle School Students Middle schools Minority students Outcomes of Education Peer relationships Prediction Program Effectiveness Self Concept Studies Urban areas Urban Schools Victimization |
| title | Bullying Experiences and Compromised Academic Performance Across Middle School Grades |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-02-07T19%3A44%3A33IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Bullying%20Experiences%20and%20Compromised%20Academic%20Performance%20Across%20Middle%20School%20Grades&rft.jtitle=The%20Journal%20of%20early%20adolescence&rft.au=Juvonen,%20Jaana&rft.date=2011-02-01&rft.volume=31&rft.issue=1&rft.spage=152&rft.epage=173&rft.pages=152-173&rft.issn=0272-4316&rft.eissn=1552-5449&rft.coden=JEADD5&rft_id=info:doi/10.1177/0272431610379415&rft_dat=%3Cproquest_cross%3E1928253384%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=1928253384&rft_id=info:pmid/&rft_ericid=EJ909619&rft_sage_id=10.1177_0272431610379415&rfr_iscdi=true |