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The Journal of Early Adolescence
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0272431609332667v1
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Article

Academic Competence for Adolescents Who Bully and Who Are Bullied: Findings From the 4-H Study of Positive Youth Development

Lang Ma*, Erin Phelps, Jacqueline V. Lerner, and Richard M. Lerner

* To whom correspondence should be addressed. E-mail: lang{at}halfthesky.org.


  Abstract
School bullying has negative implications for adolescent academic competence, making it important to explore what factors promote such competence for adolescents who bully and who are bullied. Potential contextual and individual variables linked to academic competence were examined in the context of bullying. Data were derived from the Grades 5 and 6 of the 4-H Study of Positive Youth Development, a national longitudinal investigation of adolescents in the United States that began in 2002. Longitudinal random effects hierarchical regression analyses with a subsample of 620 adolescents indicated that being a bully negatively impacted academic competence beyond demographic background, including sex and maternal education, and prior year academic competence. Concurrent random effects hierarchical regression analyses of a subsample of 250 adolescents suggested that educational expectations and school engagement interacted in fostering academic competence for bullies and victims. These findings highlight the importance of addressing academic competence in bullying interventions.

First published on March 6, 2009, doi:10.1177/0272431609332667

The Journal of Early Adolescence 2009;29:862.

A more recent version of this article appeared on December 1, 2009

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