The Fear of Being Bullied on the School Bus: Perceptions, Correlations, and Sex Differences

Walters, Glenn D.; Kremser, Jon; Runell, Lindsey

doi:10.1007/s42380-020-00066-3

Cited by 6 publications

(2 citation statements)

References 45 publications

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“…Data for the current investigation came from the fourth (2019) and fifth (2020) years of the Pocono Bullying Study (PBS; Walters et al, 2017). Each November, starting in November 2016, data have been collected from students at the middle school where the PBS has been administered.…”

Section: Methodsmentioning

confidence: 99%

Social and psychological effects of the COVID-19 pandemic on middle-school students: Attendance options and changes over time.

Walters¹,

Runell²,

Kremser³

2021

School Psychology

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The purpose of this study was to determine whether restrictions put in place during the COVID-19 pandemic affected the social and psychological well-being of early adolescent schoolchildren. Participants were 309 youth (51% female, average age = 12.38 years) enrolled in the sixth, seventh, or eighth grades of a single middle school located in northeastern Pennsylvania, a state that took a moderately proactive approach to the pandemic. Employing a cross-sectional design, students in three instructional conditions (100% in-person, hybrid, 100% online) were compared on nine outcome measures (perceived parental support, perceived parental knowledge, peer deviance, neutralization, cognitive impulsivity, depression, delinquency, bullying victimization, and bullying perpetration). There were no significant between-groups differences, although there was a borderline significant effect for depression (100% online >100% in-person, p = .06). A second set of analyses employed a longitudinal design and compared 174 children who completed the test battery in November 2019, 3 months before the start of the pandemic, and then again in November 2020, 9 months after the start of the pandemic. Three out of nine outcomes displayed significant change: A small reduction in parental support and modest increments in neutralization beliefs and cognitive impulsivity. Although there were no statistically significant differences between the three instructional conditions and only a handful of relatively small and predictable longitudinal changes between November 2019 and November 2020, there were a fair number of individual students who experienced moderate (≥50%) increases in depression (17.6%), cognitive impulsivity (15.8%), and bullying victimization (11.7%). Impact and ImplicationsThe psychological consequences of the COVID-19 pandemic were evaluated in early adolescents enrolled in a single Pennsylvania middle school. Results showed that instructional condition (100% inperson, hybrid, 100% online) had no bearing on a child's level of depression, peer deviance, perceived parental support and control, bullying perpetration and victimization, delinquency, and delinquencyrelated thinking. There were also very few changes on these outcome measures from before the pandemic to 9 months into the pandemic except for a rise in the tendency to think and act impulsively.

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Section: Methodsmentioning

confidence: 99%

Social and psychological effects of the COVID-19 pandemic on middle-school students: Attendance options and changes over time.

Walters¹,

Runell²,

Kremser³

2021

School Psychology

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“…The sample for this study consisted of all 845 members (406 boys, 439 girls) of the longitudinal Pocono Bullying Study (PBS: Walters et al, 2017). Participants were enrolled in a single middle-school located in the northeastern United States.…”

Section: Methodsmentioning

confidence: 99%

Does Decreased Parental Support/Bonding or Increased Peer Deviance Lead to a Rise in Delinquency in Early Adolescence? Investigating the Left Side of the Age-Crime Curve

Walters,

Kremser,

Runell

2024

Youth Violence and Juvenile Justice

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The gap in the literature this study sought to fill was whether a reduction in parental support or an increase in peer deviance during early adolescence explains the left or ascending side of the age-crime curve. Employing the control and social learning components of interactional theory as a guide and assessing longitudinal data provided by 845 early adolescent youth (406 boys, 439 girls) followed from a mean age of 11 (Wave 1) to a mean age of 13 (Wave 3), we assessed within-person change in perceived parental support/bonding, perceived peer deviance, and child delinquency using a random intercepts cross-lagged panel design. Results showed that decrements in perceived parental support but not increments in peer deviance between Waves 1 and 2 predicted a rise in delinquency from Wave 2 to Wave 3. Although there were no signs of a peer influence effect, there was evidence of a peer selection effect. As predicted, bidirectional effects failed to surface in this study. These findings support the social control aspects of interactional theory but not the bidirectional aspects and suggest that a criminogenic environment marked by a weakened parental bond may, in part, explain the left side of the age-crime curve.

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Fear of Bullying Victimization in Middle School: Types of Victimization and Advocacy Considerations

Rezapour

Tabar

Khanjani

2021

Int Journal of Bullying Prevention

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The Fear of Being Bullied on the School Bus: Perceptions, Correlations, and Sex Differences

Cited by 6 publications

References 45 publications

Social and psychological effects of the COVID-19 pandemic on middle-school students: Attendance options and changes over time.

Social and psychological effects of the COVID-19 pandemic on middle-school students: Attendance options and changes over time.

Does Decreased Parental Support/Bonding or Increased Peer Deviance Lead to a Rise in Delinquency in Early Adolescence? Investigating the Left Side of the Age-Crime Curve

Fear of Bullying Victimization in Middle School: Types of Victimization and Advocacy Considerations

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