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ERIC Number: EJ1052124
Record Type: Journal
Publication Date: 2015-Mar
Pages: 14
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-1063-4266
Externalizing and Internalizing Behavior Problems, Peer Affiliations, and Bullying Involvement across the Transition to Middle School
Farmer, Thomas W.; Irvin, Matthew J.; Motoca, Luci M.; Leung, Man-Chi; Hutchins, Bryan C.; Brooks, Debbie S.; Hall, Cristin M.
Journal of Emotional and Behavioral Disorders, v23 n1 p3-16 Mar 2015
Continuity and change in children's involvement in bullying was examined across the transition to middle school in relation to externalizing and internalizing behavior problems in fifth grade and peer affiliations in fifth and sixth grades. The sample consisted of 533 students (223 boys, 310 girls) with 72% European American, 25% African American, and 3% Other. Although externalizing and internalizing behavior problems in fifth grade were related to bullying involvement in sixth grade, the prediction of stability and desistance in bullying and victimization status was enhanced by information about students' peer group trajectories. Furthermore, peer group trajectories uniquely explained the emergence of bullying and victimization in middle school.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 5; Intermediate Grades; Elementary Education; Grade 6
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A04056; R305A110079; R305A120812