Objective: Little attention has been given to the relationship between cyber polyvictimization and academic outcomes (e.g., classroom misconduct, school readiness, academic performance, absenteeism, school behavioral problems), and the factors, such as parent social support, that buffer against the negative outcomes associated with experiencing…

This study addresses a knowledge gap in the literature about early adolescent cyberbullying victimization and the related positive and negative emotional wellbeing and academic achievement outcomes experienced over time. The study examines 9139 South Australian students (aged 10-13 years) who reported on cyberbullying status in Grade 6, and…

The purpose of the current study was to explore the association between peer victimization and school engagement and the indirect effects of rumination and depressive symptoms in this association. Data on middle school students' victimization experiences, school engagement, rumination, and depressive symptoms were collected from 887 sixth- through…

This study examined the relations between the schoolwide prevalence of teasing and bullying (PTB) and schoolwide academic performance in a sample of 271 Virginia middle schools. In addition, the study examined the mediating effects of student engagement. A three-step sequence of path models investigated associations between schoolwide PTB and…

Educational authorities have questioned whether middle schools provide the best school climate for 7th and 8th grade students, and proposed that other grade configurations such as K-8th grade schools may provide a better learning environment. The purpose of this study was to compare 7th and 8th grade students' perceptions of 4 key features of…

Values are conceptualized as the standards individuals use to determine the status of events and actions and are considered to influence individuals' behaviours, reasoning, and perceptions. Based on a synthesis of six school-based student values enhancement programs, this paper reports on the development of the Children's Values Questionnaire…

The present paper (1) examined variables, which could predict traditional bullying, cyberbullying, traditional victimization and cybervictimization and (2) looked at persons to examine whether academic, socio-emotional and demographic characteristics differed between traditional, cyber and mixed bullies, victims and bully-victims. A sample of…

This study examined the moderating effect of Machiavellianism on the relationships between bullying, peer acceptance, and school adjustment (rule-following behavior and academic performance) among 216 middle school 7th-graders in Taipei, Taiwan. The participants were divided into two groups according to their Machiavellianism. Multi-group path…

This study examined student perceptions of their school environment (specifically, safety and inclusion in the school, experiences being bullied, and clear expectations for behaviour) and their relation with academic achievement at the school level. Participants were students in 969 elementary schools and 73 middle schools who took part in a…

Inspired by innovative change already taking place in British Columbia communities and developed through many months of consultation with educators, students, parents and other British Columbians, BC's Education Plan responds to the realities and demands of a world that has already changed dramatically and continues to evolve. The engagement and…

Using data from the first three waves (Grades 5, 6, and 7) of the 4-H Study of Positive Youth Development, this study assessed if being a bully or being a victim accounts for an adolescent's academic competence, if selected contextual and individual variables impact an adolescent's academic competence, and if such impact differs in relation to an…

This study investigated differences in aggressive attitudes, academic achievement and discipline referrals between bullies and non-bullies in a sample of 261 6th and 7th grade students over a two-year period. Through the use of a peer nomination survey, 16 students were identified as bullies both years (persistent) and 21 were identified only in…

Judgments about the quality of students' experience of school generally focus on their academic performance and indeed this is an important indicator but closer attention needs to be paid to equally important, more broadly based outcomes that include social/emotional adjustment as they also are shown to impact on students' lives at, and beyond…