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Bullying And Gender: The Social/Emotional, Psychological, And Physical Effects On Middle School Students In South Mississippi, Cassundra Peyton-Brown

Dissertations

Bullying is a great concern in schools today. When bullying occurs, it hinders school success and academic performance. During the late 1980s and 1990s, school violence was prevalent in middle school characterized by events such as the Columbine shooting. This forced both students and school personnel to deal with school shootings, gang activities and other violent acts. According to subsequent investigations, some of these incidents occurred because students were bullied and teased. This supports the maxim that students can only be successful academically in a safe and orderly environment.

The first interest of this study was to assess the effects …

Being Bullied And Psychosocial Adjustment Among Middle School Students In China, Yulan Cheng, Ian Newman, Ming Qu, Lazarous Mbulo, Yan Chai, Yan Chen, Duane F. Shell

Department of Educational Psychology: Faculty Publications

Background: Using the Chinese version of the Global School-based Health Survey (GSHS), this article describes the prevalence of being bullied among a nationally representative sample of Chinese students in grades 6-10 and explores the relationships between being bullied and selected indicators of psychosocial adjustment.
Methods: A total of 9015 students in middle schools in Beijing, Hangzhou, Wuhan, and Urumqi completed the Chinese version of the GSHS. Researchers analyzed the results from 2 questions about the frequency and form of being bullied and 11 questions about psychosocial adjustment. Descriptive statistics and logistic regression were used in the analysis.
Results: About 25.7% …

Implicit Theories Of Ability Of Grade 6 Science Students: Relation To Epistemological Beliefs And Academic Motivation And Achievement In Science, Jason Chen, Frank Pajares

Articles

We investigated (a) the associations of implicit theories and epistemological beliefs and their effects on the academic motivation and achievement of students in Grade 6 science and (b) the mean differences of implicit theories, epistemological beliefs, and academic motivation and achievement as a function of gender and race/ethnicity (N = 508). Path analysis revealed that an incremental view of ability had direct and indirect effects on adaptive motivational factors, whereas fixed entity views had direct and indirect effects on maladaptive factors. Epistemological beliefs mediated the influence of implicit theories of ability on achievement goal orientations, self-efficacy, and science achievement. Results …

An Examination Of The Effectiveness Of A Professional Development Program On Teacher Knowledge And Practice To Address Adolescent Health Issues, Narima Aliya Shahabudeen

Seton Hall University Dissertations and Theses (ETDs)

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