Externalizing and Internalizing Behavior Problems, Peer Affiliations, and Bullying Involvement Across the Transition to Middle School

Thomas W. Farmer, Matthew J. Irvin, Luci M. Motoca, Man Chi Leung, Bryan C. Hutchins, Debbie A. Brooks, Cristin Marie Hall

Research output: Contribution to journalArticle

20 Citations (Scopus)

Abstract

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.

Original languageEnglish (US)
Pages (from-to)3-16
Number of pages14
JournalJournal of Emotional and Behavioral Disorders
Volume23
Issue number1
DOIs
StatePublished - Mar 17 2015

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Bullying
exclusion
school grade
Peer Group
Crime Victims
peer group
victimization
Students
African Americans
continuity
student
Problem Behavior

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology
  • Clinical Psychology
  • Psychiatry and Mental health

Cite this

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abstract = "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.",
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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 A.; Hall, Cristin Marie.

In: Journal of Emotional and Behavioral Disorders, Vol. 23, No. 1, 17.03.2015, p. 3-16.

Research output: Contribution to journalArticle

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