Publication Date

2018

Document Type

Dissertation/Thesis

First Advisor

Demaray, Michelle K.

Degree Name

Ph.D. (Doctor of Philosophy)

Legacy Department

Department of Psychology

LCSH

Social psychology

Abstract

Bullying is a group process, and students can be involved in bullying through several roles (e.g., bully, victim, defender, outsider, assistant). Many of these roles (e.g., victim, bully, bully-victim) are correlated with negative academic and social-emotional outcomes. Conversely, defending behavior has been positively correlated with good academic and social-emotional outcomes. Evidentially, students' involvement in bullying across the various roles may be differentially associated with their academic and emotional functioning. This study identified the latent bullying role profiles (combinations of behaviors across multiple bullying participant roles) in a sample of middle school students and explored the differences in student engagement and emotion regulation across the role profiles. Additionally, the current study examined the associations among five key bullying participant roles (bully, victim, defender, outsider, assistant) and student engagement and tested whether emotion regulation plays a mediating role in these associations. The role of gender was controlled in the associations among these variables. Three latent classes describing bullying role behavior were identified: Uninvolved students, Victim-Defenders, and Universally Involved students. Differences in emotion regulation difficulties and student engagement were found across groups. Difficulties in emotion regulation mediated the associations between student engagement and bullying, victimization, and outsider behavior, respectively.

Comments

Advisors: Michelle K. Demaray.||Committee members: Christine K. Malecki; Julia Ogg; Alecia Santuzzi.||Includes illustrations.||Includes bibliographical references.

Extent

111 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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