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Bullying and school transition: Context or development?

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Summary
This summary is machine-generated.

School transition impacts peer victimization differently by sex, with girls experiencing decreases. Bullying perpetration, however, remained stable across all students, suggesting a developmental process.

Keywords:
Bullying perpetrationContextDevelopmentPeer victimizationSchool transitionSex

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Area of Science:

  • Psychology
  • Sociology
  • Education

Background:

  • School transitions are critical developmental periods.
  • Peer victimization and bullying perpetration are significant concerns during adolescence.

Purpose of the Study:

  • To examine the relative impact of school transition versus developmental processes on peer victimization and bullying perpetration.
  • To investigate the moderating role of sex in these changes.

Main Methods:

  • A natural experiment design with 698 students (Grade 5 to 6).
  • Comparison between students transitioning to middle school and those remaining in elementary school.
  • Multilevel modeling to analyze changes in victimization and perpetration.

Main Results:

  • Overall, peer victimization decreased during the transition period, while bullying perpetration remained stable.
  • The impact of school transition on peer victimization was moderated by sex: girls experienced decreases, but boys did not.
  • School transition and sex did not predict changes in bullying perpetration.

Conclusions:

  • Changes in peer victimization are better understood as a contextual process influenced by school transition, particularly for girls.
  • Bullying perpetration appears to be more of a developmental process, less affected by the immediate school transition context.