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NCJ Number: 249378 Find in a Library
Title: Relations Between Teasing and Bullying and Middle School Standardized Exam Performance
Journal: Journal of Early Adolescence  Volume:Online First  Dated:2015
Author(s): Anna Lacey; Dewey Cornell; Timothy Konold
Date Published: 2015
Page Count: 0
Sponsoring Agency: Office of Juvenile Justice and Delinquency Prevention
Washington, DC 20531
Grant Number: 2012-JF-FX-0062
Document: HTML
Type: Report (Grant Sponsored); Report (Study/Research); Research (Applied/Empirical)
Format: Article; Document (Online)
Language: English
Country: United States of America
Annotation: This study examined the relations between the schoolwide prevalence of teasing and bullying (PTB) and schoolwide academic performance in a sample of 271 Virginia middle schools, and it examined the mediating effects of student engagement.
Abstract: Results indicate that higher levels of both teacher and student perceptions of schoolwide teasing and bullying were significantly associated with lower achievement pass rates and student engagement. The relationship between perceptions of schoolwide teasing and bullying and achievement was partially mediated by student engagement. These findings bring new support for the need for schoolwide interventions to reduce teasing and bullying among middle school students. A three-step sequence of path models investigated associations between schoolwide PTB and State-mandated Standards of Learning test pass rates, with effects examined both directly and indirectly through student engagement while controlling for important school-level characteristics. Separate models were examined for two 7th-grade and four 8th-grade tests. (Publisher abstract modified)
Main Term(s): Juvenile Risk Factors
Index Term(s): Academic Achievement; Bullying; Juvenile delinquency factors; OJJDP grant-related documents; OJJDP Resources; School maladjustment; Virginia
To cite this abstract, use the following link:
http://www.ncjrs.gov/App/publications/abstract.aspx?ID=271522

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