Publication Date

2020

Document Type

Dissertation/Thesis

First Advisor

Demaray, Michelle K.

Degree Name

Ph.D. (Doctor of Philosophy)

Legacy Department

Department of Psychology

Abstract

School professionals are charged not only with advancing students’ knowledge, but also with developing their social and emotional skills; however, adolescence is a period in which many risk factors are present within a student’s environment and a critical goal for school reform is to identify features of the school environment that can be altered to improve student outcomes. The current study investigated associations between bullying participant role behaviors, broad internalizing problems, and student engagement in school. Adolescents (N = 429) completed the following self-report scales: Bullying Participant Behavior Questionnaire (BPBQ; Demaray & Summers, 2008), Student Engagement in School Questionnaire (SESQ; Lam et al., 2012), and Youth-Self Report (YSR; Achenbach & Rescorla, 2001). Regression analyses examined the associations among bullying participant role behaviors (Bully, Assistant, Victim, Defender, Outsider), each type of student engagement (Behavioral, Cognitive, Emotional), and broad internalizing problems. Moderation analyses examined the moderating role of each type of student engagement among the association between bullying participant role behaviors and broad internalizing problems. Implications of the proposed study’s findings are described, including how these findings inform school psychological theory and practice. Limitations and future directions are also discussed.

Extent

91 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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Psychology Commons

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