Transition to Middle School: Risk Factors for Bullying Role Behaviors

Demaray, M K (Michelle)¹, Eldridge, M (Morgan)², Clark, K (Kelly)², Dorio, N (Nicole)^2
1NIU, Psychology Department, NIU, NIU, 60115, DeKalb
²NIU, Psychology Department, NIU, 60115, DeKalb

 

Submission type

Poster only

Scheduled

Hallway, 22-07-2016, 16:00 - 17:00

Keywords

bullying, school transition, externalizing problems, internalizing problems

Summary

 

 

The transition to middle school is considered a time of vulnerability in youth’s development (Farmer et al., 2015). Additionally, middle school is also a time of increased engagement in bullying role behaviors (Pellegrini & Van Ryzin, 2011). The goal of the current study was to investigate the association of internalizing and externalizing problems in 5th grade to five bullying role behaviors (bullying, assistant, victim, defender, outsider) in 6th grade. The current study included 1,139 students in fifth grade at Time 1 (Fall 2015). At Time 1, the participants attended one of 13 elementary schools and at Time 2 (Fall 2016) participants attended one of five middle schools. Students completed the Bully Participant Behaviors Questionnaire (BPBQ; Summers & Demaray, 2008) and the Self-Description Questionnaire (SDQ; Marsh, 1992) via an online survey. Structural equation modeling was used and the data adequately fit the model. Specifically, there was a significant, positive association between internalizing problems and victimization and defending.  Additionally, externalizing problems were significantly and positively associated with bullying, assisting, and victimization; no gender differences were found in the associations. The importance of prevention and intervention efforts to aid in reducing bullying across the elementary to middle school transition will be discussed.

  

Auteurs