Associations Between Dimensions of School Engagement and Bullying Victimization and Perpetration Among Middle School Stu
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ORIGINAL PAPER
Associations Between Dimensions of School Engagement and Bullying Victimization and Perpetration Among Middle School Students Myriam Forster1 · Amy L. Gower2 · Kari Gloppen3 · Renee Sieving2,4 · Jennifer Oliphant2 · Shari Plowman2 · Abigail Gadea2 · Barbara J. McMorris2,4
© Springer Science+Business Media, LLC, part of Springer Nature 2019
Abstract Few studies have examined whether dimensions of school engagement are differentially associated with bullying victimization and perpetration, behaviors that undermine the capacity to achieve academically and increase risk for depression and school dropout. We investigated associations between affective, cognitive, and behavioral engagement upon entry into middle school and four types of bullying behaviors (i.e., relational and physical victimization and perpetration) 6 months later. Our sample was comprised of an ethnically diverse cohort of students attending middle schools characterized by lower than state average standardized test scores and located in socioeconomically vulnerable communities. Results from multivariable logistic regression models that included all three measures of engagement suggest that affective engagement reduced the odds of the three types of bullying behaviors that increased over the study period, regardless of sex or ethnic group. Tests of moderation by sex yielded some differences in the association between behavioral engagement and bullying behaviors. Findings highlight the potential promise of strengthening bonds between students and teachers as a strategy to reduce bullying and encourage healthy development in under resourced contexts. Keywords Physical bullying · Relational bullying · School engagement · Middle school
Introduction There is considerable literature describing the life course advantages of school engagement for young people. The benefits include, but are not limited to, educational achievement, developmental competency, and successful transition to and completion of high school (Fredricks, Blumenfeld, & Paris, 2004; Patrick, Ryan, & Kaplan, 2007; Wang & * Myriam Forster [email protected] 1
Department of Health Sciences, California State University, Northridge, Northridge, CA 91330, USA
2
Health Youth Development – Prevention Research Center, Department of Pediatrics, University of Minnesota, 717 Delaware St. SE, Minneapolis, MN 55414, USA
3
Injury and Violence Prevention Section, Minnesota Department of Health, 85 East Seventh Place, Suite 400, St. Paul, MN 55164, USA
4
School of Nursing, University of Minnesota, 5‑140 Weaver‑Densford Hall, 308 Harvard Street SE, Minneapolis, MN 55455, USA
Holcombe, 2010). School engagement is defined as the extent to which a student is invested in learning and academics and their feelings about teachers, classmates, and the school environment generally (Fredricks et al., 2004). Engagement perpetuates progressive success in that students who are engaged during middle school earn better grades are more engaged during high school and are more like
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