Academic motivation and self-regulated learning in stable bullies, victims, bully-victims, and non-participants

Eveline Bergsmann, Monika Finsterwald, Dagmar Strohmeier, Christiane Spiel

Research output: Contribution to journalArticlepeer-review

3 Citations (Scopus)

Abstract

The study investigated the relationship between bullying behavior and learning variables using a person-centered approach. Adolescents who were identified as stable bullies, victims, bully-victims, or non-involved over two measurement points participated. The study investigated gender distribution in the four stable groups and group differences in academic motivation (interest and self-efficacy) and self-regulated learning. An initial sample of 956 sixth and seventh grade students (mean age 11.8 years, SD = 0.7) filled out a bullying questionnaire at two points of time. The 478 adolescents who remained stable in their group membership were included in the data analysis. Configural frequencies analysis revealed significantly more girls in the stable non-participant group and significantly more boys in the stable bully-victim group. Group comparisons in motivation and self-regulated learning identified stable female bullies to be at risk concerning motivation and self-regulated learning, but not stable victims.

Translated title of the contributionAcademic motivation and self-regulated learning in stable bullies, victims, bully-victims, and non-participants
Original languageGerman
Pages (from-to)89-98
Number of pages10
JournalZeitschrift fur Entwicklungspsychologie und Padagogische Psychologie
Volume43
Issue number2
DOIs
Publication statusPublished - Jun 2011

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