THE EFFECTS OF MIDDLE SCHOOL BULLYING AND VICTIMIZATION ON ADJUSTMENT THROUGH HIGH SCHOOL: GROWTH MODELING OF ACHIEVEMENT, SCHOOL ATTENDANCE, AND DISCIPLINARY TRAJECTORIES

2014 ◽  
pp. n/a-n/a ◽  
Author(s):  
Marissa A. Feldman ◽  
Tiina Ojanen ◽  
Ellis L. Gesten ◽  
Heather Smith-Schrandt ◽  
Michael Brannick ◽  
...  
Keyword(s):  
High School ◽  
Middle School ◽  
School Attendance ◽  
Growth Modeling ◽  
School Bullying ◽  
Middle School Bullying

scholarly journals The Influence of School Loose-Tight Culture on Bullying of Middle School Students: The Mediating Role of Collective Moral Disengagement and Collective Efficacy

2021 ◽  
Vol 9 (2) ◽  
pp. 1263-1272
Author(s):  
Yirui Song ◽  
Lei Wang
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Collective Efficacy ◽  
Moral Disengagement ◽  
School Bullying ◽  
School Students ◽  
Mediating Role ◽  
Middle School Bullying ◽  
The Relationship

To explore the relationship and mechanism of school loose-tight culture to middle school bullying, a total of 808 students were selected from three middle schools in Dehong Prefecture, Yunnan Province of China, to conduct a questionnaire survey. The study used the school loose-tight culture scale, the collective moral disengagement scale, the collective efficacy scale, and the bullying scale for middle school students. The results showed that (i) school loose-tight culture significantly predicted the occurrence of school bullying; (ii) school loose-tight culture was significantly negatively correlated with collective moral disengagement and school bullying but positively correlated with collective efficacy. Further, collective moral disengagement was significantly positively correlated with school bullying, but collective efficacy was significantly negatively correlated with school bullying; (iii) school loose-tight culture inhibited school bullying through the dual mediating effects of collective moral disengagement and collective efficacy at the same time.

Middle School Bullying: Student Reported Perceptions and Prevalence

2018 ◽  
Vol 4 (3) ◽  
pp. 195-208 ◽  
Author(s):  
Janet Hicks ◽  
Lynn Jennings ◽  
Stephen Jennings ◽  
Stephan Berry ◽  
Dee-Anna Green
Keyword(s):  
Middle School ◽  
School Bullying ◽  
Middle School Bullying

Co-Occurring Cyberbullying and School Bullying Victimization and Associations With Mental Health Problems Among Canadian Middle and High School Students

2017 ◽  
Vol 32 (4) ◽  
pp. 671-687 ◽  
Author(s):  
Hugues Sampasa-Kanyinga
Keyword(s):  
Mental Health ◽  
High School ◽  
Middle School ◽  
High School Students ◽  
Psychological Distress ◽  
Suicidal Ideation ◽  
Mental Health Problems ◽  
School Bullying ◽  
Bullying Victimization ◽  
School Students

This study examined the associations between co-occurring cyberbullying and school bullying victimization with poor self-rated mental health, psychological distress, and suicidal ideation and attempts among 4,886 Canadian students in Grades 7–12 and tested whether these associations differed between middle and high school students. There are 12.2% of students who were victims of both cyberbullying and school bullying. After adjusting for covariates, victims of both cyberbullying and school bullying presented the highest odds of poor self-rated mental health (odds ratio [OR] = 5.02; 95% CI [3.75, 6.74]), psychological distress (OR = 5.91; 95% CI [4.38, 7.96]), and suicidal ideation (OR = 6.17; 95% CI [4.44, 8.56]) and attempts (OR = 7.68; 95% CI [3.95, 14.93]). These associations were stronger among middle-school youth than their high school counterparts. Results suggest that victims of both cyberbullying and school bullying may constitute the most vulnerable group and that there is a need for intervention programs addressing both forms of bullying simultaneously, particularly among middle school students.

Missing Bus, Missing School: Establishing the Relationship Between Public Transit Use and Student Absenteeism

2019 ◽  
Vol 56 (5) ◽  
pp. 1834-1860 ◽  
Author(s):  
Marc L. Stein ◽  
Jeffrey A. Grigg
Keyword(s):  
High School ◽  
Middle School ◽  
School District ◽  
School Attendance ◽  
Ninth Grade ◽  
Unique Contribution ◽  
School Absence ◽  
Student Absenteeism ◽  
Transit Use ◽  
The Relationship

Transportation is one of many potential obstacles that students might face as they attempt to attend school, but there are few opportunities to identify the unique contribution of transportation to school attendance. We apply models of commuting stress developed for adult commuters to students in an open enrollment school district to examine whether commuting difficulty plays a part in school absence. By comparing residentially stable students with themselves as they transition from eighth to ninth grade, we identify how changes in estimated school transportation are related to changes in attendance. We find that all students miss more days in high school than they did in middle school and that changing transit demands are associated with an increase in absences.

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