PMID- 37408592
OWN - NLM
STAT- PubMed-not-MEDLINE
LR  - 20230718
IS  - 1866-2625 (Print)
IS  - 1866-2633 (Electronic)
IS  - 1866-2625 (Linking)
VI  - 15
IP  - 2
DP  - 2023 Jun
TI  - Factors Predictive of Being Bullies or Victims of Bullies in US Elementary 
      Schools.
PG  - 566-582
LID - 10.1007/s12310-023-09571-4 [doi]
AB  - We analyzed a population-representative cohort (N=13,611; M(age) at kindergarten, 
      first, and second grade = 67.5, 79.5, and 91.5 months, respectively) to identify 
      kindergarten to second grade factors predictive of being bullies or victims 
      during third to fifth grade. We did so by estimating a block recursive structural 
      equation model (SEM) with three sets of predictors. These were: (a) individual 
      and school socio-demographics; (b) family distress and harsh parenting; and (c) 
      individual behavior and achievement. Relations between each of the included 
      variables and the bullying outcomes were simultaneously estimated within the SEM. 
      Thus, each variable served as a control for estimating the effects of the other 
      variables. We used robust standard errors to account for student clustering 
      within schools. Results indicated that externalizing problem behavior strongly 
      predicted being a bully ([ES] = .56, p<.001) and a victim (ES=.29, p<.001). We 
      observed a negative relation between being Hispanic and being a victim (ES = 
      -.10, p<.001) and a positive relation between being Black and being a bully (ES = 
      .11, p<.001). We also observed statistically significant relations between a 
      family's socioeconomic status and being a bully (ES = -.08, p<.001) as well as 
      school poverty and being a victim (ES = .07, p<.001). The results advance the 
      field's limited understanding of risk and protective factors for bullying 
      perpetration or victimization during elementary school and provide additional 
      empirical support for assisting young children already exhibiting externalizing 
      problem behaviors.
FAU - Morgan, Paul L
AU  - Morgan PL
AUID- ORCID: 0000-0001-9347-6486
AD  - Department of Education Policy Studies, Penn State, University of Texas Health 
      Sciences Center at Houston.
FAU - Farkas, George
AU  - Farkas G
AD  - School of Education, University of California, Irvine, University of Texas Health 
      Sciences Center at Houston.
FAU - Woods, Adrienne D
AU  - Woods AD
AUID- ORCID: 0000-0003-1101-6975
AD  - Education Division, SRI International, University of Texas Health Sciences Center 
      at Houston.
FAU - Wang, Yangyang
AU  - Wang Y
AUID- ORCID: 0000-0001-9396-7146
AD  - Department of Education Policy Studies, Penn State, University of Texas Health 
      Sciences Center at Houston.
FAU - Hillemeier, Marianne M
AU  - Hillemeier MM
AD  - Department of Health Policy and Administration, Penn State, University of Texas 
      Health Sciences Center at Houston.
FAU - Oh, Yoonkyung
AU  - Oh Y
AD  - Department of Pediatrics and Children's Learning Institute, University of Texas 
      Health Sciences Center at Houston.
LA  - eng
GR  - P2C HD041025/HD/NICHD NIH HHS/United States
PT  - Journal Article
DEP - 20230225
PL  - United States
TA  - School Ment Health
JT  - School mental health
JID - 101483964
PMC - PMC10322117
MID - NIHMS1886295
OTO - NOTNLM
OT  - Bullying
OT  - academic achievement
OT  - externalizing problem behaviors
OT  - longitudinal
OT  - victimization
EDAT- 2023/07/06 06:42
MHDA- 2023/07/06 06:43
PMCR- 2023/07/05
CRDT- 2023/07/06 03:57
PHST- 2023/07/06 06:43 [medline]
PHST- 2023/07/06 06:42 [pubmed]
PHST- 2023/07/06 03:57 [entrez]
PHST- 2023/07/05 00:00 [pmc-release]
AID - 10.1007/s12310-023-09571-4 [doi]
PST - ppublish
SO  - School Ment Health. 2023 Jun;15(2):566-582. doi: 10.1007/s12310-023-09571-4. Epub 
      2023 Feb 25.