Early Predictors of Child's Bully and Victim Statuses: A Longitudinal Investigation Using Parent, Teacher, and Student Reports From National Data

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This article studies how bullies and victims develop within the contexts of their homes and schools, and how early childhood behaviors can predict later bullying/victimization statuses.

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11 p.

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Natesan, Prathiba; Mitchell, Mary E. & Glover, Rebecca June 29, 2018.

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This article is part of the collection entitled: UNT Scholarly Works and was provided by UNT College of Education to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 14 times , with 6 in the last month . More information about this article can be viewed below.

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This article studies how bullies and victims develop within the contexts of their homes and schools, and how early childhood behaviors can predict later bullying/victimization statuses.

Physical Description

11 p.

Notes

Abstract: Although bullying is known to have detrimental effects, less is known regarding how
these bullies and victims develop within the contexts of their homes and schools, and
how early childhood behaviors can predict later bullying/victimization statuses. Parent,
teacher, and student reports from the Early Childhood Longitudinal Study–Kindergarten
(ECLS-K) 1998–1999 cohort (N = 11,715) representing a nationwide sample of children,
were utilized to predict child’s bully and victim status in eighth grade (age 13–14)
using data from seven collection points. Results indicated child characteristics from
the earliest time points identified children at risk for becoming both bullies and victims,
although familial characteristics were only able to predict bully status. Identifying these
characteristics provides opportunities for early intervention in children’s lives, potentially
preventing negative effects of bullying and victimization on academic, social, and
emotional functioning. Implications for future research, including special considerations
for individuals with internalizing behaviors, are discussed.

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  • Frontiers in Education, 2018. Lausanne, Switzerland: Frontiers Research Foundation

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  • Publication Title: Frontiers in Education
  • Volume: 3
  • Pages: 1-11
  • Peer Reviewed: Yes

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UNT Scholarly Works

Materials from the UNT community's research, creative, and scholarly activities and UNT's Open Access Repository. Access to some items in this collection may be restricted.

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  • June 29, 2018

Accepted Date

  • February 25, 2018
  • June 12, 2018

Added to The UNT Digital Library

  • July 5, 2018, 8:11 p.m.

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Natesan, Prathiba; Mitchell, Mary E. & Glover, Rebecca. Early Predictors of Child's Bully and Victim Statuses: A Longitudinal Investigation Using Parent, Teacher, and Student Reports From National Data, article, June 29, 2018; Lausanne, Switzerland. (digital.library.unt.edu/ark:/67531/metadc1212048/: accessed November 18, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; crediting UNT College of Education.