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Leah Abel Final Dissertation 7.2020.pdf (1.28 MB)

ETD Abstract Container

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Development and maintenance of victimization associated with bullying during the transition to middle school: The role of school-based factors

Abel, Leah A
http://rave.ohiolink.edu/etdc/view?acc_num=kent1594745288709797

Abstract Details

2020, PHD, Kent State University, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences.
The purpose of this study was to examine the trajectory of bullying victimization from third through sixth grade, as well as the role that school-based factors play in predicting victimization in grade six. Victimization is associated with negative social, emotional, educational, behavioral, and psychological short term and long-term outcomes (Hawker & Boulton, 2000; Swearer, Grills, Haye, & Cary 2004). National survey research suggests that about 20% of youth ages 12 to 18 report being victimized at school, with school being the most common place for victimization to occur (Musu, Zhang, Wang, Khang, & Ouderkerk, 2019). Rates of prevalence tend to increase as students transition from elementary to middle school (Dinkes, Kemp, Baum, & Snyder, 2009). There has been limited research that closely examines the school-based factors that may be associated with the increase in victimization as students transition to middle school. This study utilized data collected as a part of a national study of youth development to explore victimization and associated factors during the later elementary years. A generalized linear mixed model examined the stability of the victim role in from third to sixth grade. A McNemar’s test compared victimization prevalence in grades five and six. A binary logistic regression explored the predictive role of school-based factors on victimization in the sixth grade. Results suggest role instability from grades three to six, a non-significant difference in overall victimization for grades five and six, and the importance of teacher-focused factors in predicting victimization in sixth grade.
Karla Anhalt, Ph.D. (Advisor)
Cowan Richard, Ph.D. (Committee Member)
Schenker Jason, Ph.D. (Committee Member)
242 p.
Education; Educational Psychology; Psychology; School Administration; School Counseling; Teacher Education
victimization; bullying victimization; bullying; school climate; student teacher relationship; generalized linear mixed model; McNemar test; binary logistic regression; elementary; middle school; middle school transition

Recommended Citations

Citations

  • Abel, L. A. (2020). Development and maintenance of victimization associated with bullying during the transition to middle school: The role of school-based factors [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1594745288709797

    APA Style (7th edition)

  • Abel, Leah. Development and maintenance of victimization associated with bullying during the transition to middle school: The role of school-based factors . 2020. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1594745288709797.

    MLA Style (8th edition)

  • Abel, Leah. "Development and maintenance of victimization associated with bullying during the transition to middle school: The role of school-based factors ." Doctoral dissertation, Kent State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1594745288709797

    Chicago Manual of Style (17th edition)

kent1594745288709797
472
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This open access ETD is published by Kent State University and OhioLINK.