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Short-Term Longitudinal Relationships between Adolescents' (Cyber)Bullying Perpetration and Bonding to School and Teachers
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Pabian, Sara; Vandebosch, Heidi – International Journal of Behavioral Development, 2016
The purpose of this study was to test bidirectional relationships between (cyber)bullying and (a) bonding to school and (b) bonding to teachers. These relationships were examined while controlling for traditional and cyberbullying victimization, as well as gender and age. The sample consisted of 2,128 Belgian early adolescents, who participated in…
Descriptors: Bullying, Computer Mediated Communication, Teacher Student Relationship, Student School Relationship
Peer Relationships as a Context for the Development of School Engagement during Early Adolescence
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Li, Yibing; Lynch, Alicia Doyle; Kalvin, Carla; Liu, Jianjun; Lerner, Richard M. – International Journal of Behavioral Development, 2011
Using data from 1,676 youth who participated in three waves (Grades 6 to 8) of the longitudinal, 4-H Study of Positive Youth Development, we tested two series of hierarchal linear models to examine the role of peer support, associating with "problem-behaving" friends, and bullying involvement in the development of behavioral and emotional school…
Descriptors: Middle Schools, Early Adolescents, Peer Relationship, Learner Engagement