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Social-Emotional Skill-Based Differences between Active and Passive Bystanders of Bullying
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Jenkins, Lyndsay N.; Tennant, Jaclyn – Contemporary School Psychology, 2023
The purpose of the current study was to investigate differences in social-emotional skills between active and passive bystanders. Data were collected on a sample of 352 middle school students using self-report of bullying role involvement and social skills and teacher reports of social/emotional competence and executive functioning skills. Using…
Descriptors: Social Emotional Learning, Individual Differences, Bullying, Student Reaction
Hierarchical Factor Structure of the Bullying Participant Behavior Questionnaire with a Middle School Sample
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Jenkins, Lyndsay N.; Canivez, Gary L. – International Journal of School & Educational Psychology, 2021
The Bullying Participant Behavior Questionnaire is a 50 item self-report survey designed to measure engagement in five bullying roles: bully, victim, assistant to the bully, defender of the victim, and outsider. The goal of the current study was to examine the higher-order factor structure of the BPBQ in a large middle school sample of 784…
Descriptors: Questionnaires, Bullying, Role, Victims
Bystander Intervention in Bullying: Role of Social Skills and Gender
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Jenkins, Lyndsay N.; Nickerson, Amanda B. – Journal of Early Adolescence, 2019
The Bystander Intervention Model proposed by social psychologists Latané and Darley has been used to examine the actions of peer bystanders in bullying. The five-stage model consists of notice the event, interpret event as an emergency, accept responsibility for intervening, know how to intervene, and implement intervention decisions. The current…
Descriptors: Audiences, Intervention, Bullying, Role
Executive Functioning and Bullying Participant Roles: Differences for Boys and Girls
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Jenkins, Lyndsay N.; Tennant, Jaclyn E.; Demaray, Michelle K. – Journal of School Violence, 2018
Bullying is a process of direct (i.e., youth who bully and are victimized) and indirect (i.e., bystanders) social exchanges. Though researchers often examine social and emotional correlates of bullying role behaviors, it is important to also consider the underlying cognitive processes associated with different bullying roles such as socially…
Descriptors: Executive Function, Victims, Gender Differences, Correlation
Associations among Middle School Students' Bullying Roles and Social Skills
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Jenkins, Lyndsay N.; Demaray, Michelle Kilpatrick; Fredrick, Stephanie Secord; Summers, Kelly Hodgson – Journal of School Violence, 2016
This study explored the relations among self-reported bully participant role behaviors (i.e., bullying, assisting, experiencing victimization, defending, and outsider behavior) and self-reported social skills (i.e., cooperation, assertion, empathy, and self-control) among boys and girls. The sample consisted of 636 middle school students (52%…
Descriptors: Bullying, Interpersonal Competence, Cooperation, Empathy
Indirect Effects in the Peer Victimization-Academic Achievement Relation: The Role of Academic Self-Concept and Gender
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Jenkins, Lyndsay N.; Demaray, Michelle Kilpatrick – Psychology in the Schools, 2015
Peer victimization is a concern because victimized youth are more likely to have social, emotional, and academic difficulties. The current study examined the link between peer victimization and academic achievement by exploring the indirect effect of academic self-concept on two variables. The sample consisted of 140 middle school students (40%…
Descriptors: Peer Groups, Victims, Bullying, Academic Achievement