Publication Date


Document Type


First Advisor

Demaray, Michelle K.

Degree Name

B.A. (Bachelor of Arts)

Legacy Department

Department of Psychology


The current study was designed to investigate bullying participant role behavior and their associated social and emotional outcomes. Bullying is an important and prevalent problem in schools today, with participation in bullying indicating negative outcomes later in life. Data were collected from 303 students attending a middle school in the rural Midwestern United States. Participants were asked for demographic information and were given two measures: the Bullying Participant Behaviors Questionnaire (BPBQ) and the Strengths and Difficulties Questionnaire (SDQ). The bullying role behaviors from the BPBQ were used as independent variables: bully, victim, assistant, defender, and outsider. Four of the five scales of the SDQ were used as dependent variables: emotional problems, conduct problems, peer relationship problems, and prosocial behavior. The main research questions were: how do the various bullying roles relate to emotional problems, conduct problems, peer relationship problems, and prosocial behavior? And does gender matter? It was found that participation in any of the bullying participant roles was associated with social and emotional outcomes. The results found in the current study can help the public to realize some of the potential outcomes of being involved in bullying depending on the participant role. The results can also help school psychologists when creating new bullying interventions.


26 pages




Northern Illinois University

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