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ERIC Number: EJ835035
Record Type: Journal
Publication Date: 2009-May
Pages: 16
Abstractor: As Provided
Reference Count: 73
ISSN: ISSN-0022-0663
Observed Reductions in School Bullying, Nonbullying Aggression, and Destructive Bystander Behavior: A Longitudinal Evaluation
Frey, Karin S.; Hirschstein, Miriam K.; Edstrom, Leihua V.; Snell, Jennie L.
Journal of Educational Psychology, v101 n2 p466-481 May 2009
This study was a longitudinal extension of a random control trial of the Steps to Respect antibullying program. Students in Grades 3-5 were surveyed (n = 624) and observed on the playground (n = 360). Growth curve models of intervention students showed 2-year declines in playground bullying, victimization, nonbullying aggression, destructive bystander, and argumentative behavior. Grade-equivalent contrasts indicated group differences in all problem behaviors. Problem behaviors in the control group increased or remained stable across grade. Intervention group students reported less difficulty responding assertively to bullying compared with control students. Within both groups, older students perceived themselves to be more aggressive and less frequently victimized than younger students. Methodological issues posed by inconsistencies between self-reported and observed behavior are discussed. (Contains 6 tables and 2 figures.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A