NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1149553
Record Type: Journal
Publication Date: 2017-Aug
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0198-7429
Bully Perpetration and Self-Esteem: Examining the Relation over Time
Rose, Chad A.; Slaten, Christopher D.; Preast, June L.
Behavioral Disorders, v42 n4 p159-169 Aug 2017
School-aged youth face a number of academic and behavioral challenges within the educational environment, including bullying involvement. Unfortunately, bullying has been linked to a number of detrimental psychosocial outcomes. Scholars have attempted to establish predictive profiles for youth involved in bullying. These profiles include bully perpetrators, where it has been argued that self-esteem is predictive of bullying behaviors. To address this association, the current study examined the relation between self-esteem and bully perpetration among 971 middle school youth through a longitudinal structural equation model. A three-step confirmatory factor analytic procedure determined that bully perpetration and self-esteem were metrically invariant and stable over time. The structural model suggested that bully perpetration at Time 1 predicted bully perpetration at Time 2, and self-esteem at Time 1 predicted self-esteem at Time 2. However, self-esteem at Time 1 did not predict bully perpetration at Time 2, and bully perpetration at Time 1 did not predict self-esteem at Time 2. These results suggest that students who engage in bully perpetration do not have higher or lower levels of self-esteem when compared with their peers who do not engage in bullying. Future research should continue to examine predictive factors associated with bully perpetration.
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:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A