Are theory of mind and bullying separately associated with later academic performance among preadolescents?

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Standard

Are theory of mind and bullying separately associated with later academic performance among preadolescents? / Clemmensen, Lars; Jepsen, Jens Richardt Møllegaard; van Os, Jim; Blijd-Hoogewys, Els M. A.; Rimvall, Martin K.; Olsen, Else Marie; Rask, Charlotte U.; Bartels-Velthuis, Agna A.; Skovgaard, Anne Mette; Jeppesen, Pia.

I: British Journal of Educational Psychology, Bind 90, Nr. 1, 2020, s. 62-76.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Harvard

Clemmensen, L, Jepsen, JRM, van Os, J, Blijd-Hoogewys, EMA, Rimvall, MK, Olsen, EM, Rask, CU, Bartels-Velthuis, AA, Skovgaard, AM & Jeppesen, P 2020, 'Are theory of mind and bullying separately associated with later academic performance among preadolescents?', British Journal of Educational Psychology, bind 90, nr. 1, s. 62-76. https://doi.org/10.1111/bjep.12263

APA

Clemmensen, L., Jepsen, J. R. M., van Os, J., Blijd-Hoogewys, E. M. A., Rimvall, M. K., Olsen, E. M., Rask, C. U., Bartels-Velthuis, A. A., Skovgaard, A. M., & Jeppesen, P. (2020). Are theory of mind and bullying separately associated with later academic performance among preadolescents? British Journal of Educational Psychology, 90(1), 62-76. https://doi.org/10.1111/bjep.12263

Vancouver

Clemmensen L, Jepsen JRM, van Os J, Blijd-Hoogewys EMA, Rimvall MK, Olsen EM o.a. Are theory of mind and bullying separately associated with later academic performance among preadolescents? British Journal of Educational Psychology. 2020;90(1):62-76. https://doi.org/10.1111/bjep.12263

Author

Clemmensen, Lars ; Jepsen, Jens Richardt Møllegaard ; van Os, Jim ; Blijd-Hoogewys, Els M. A. ; Rimvall, Martin K. ; Olsen, Else Marie ; Rask, Charlotte U. ; Bartels-Velthuis, Agna A. ; Skovgaard, Anne Mette ; Jeppesen, Pia. / Are theory of mind and bullying separately associated with later academic performance among preadolescents?. I: British Journal of Educational Psychology. 2020 ; Bind 90, Nr. 1. s. 62-76.

Bibtex

@article{d0c774d6e3a742809ad356665e90dcd5,
title = "Are theory of mind and bullying separately associated with later academic performance among preadolescents?",
abstract = "BackgroundBullying and poor theory of mind (ToM) are both considered to negatively impact academic performance. However, it is unclear if they have separate effects.AimThe aim of the current study was to examine the potentially separate associations of bullying and ToM with academic performance.SampleA general population sample of 1,170 children aged 11–12 years.MethodsInformation on bullying, type of involvement (none, victim (only), bully (only), victim–bully (both)), ToM, and estimated intelligence was obtained at face-to-face assessments. Information on academic performance was obtained from Danish school registers.ResultsToM was positively associated with academic performance, and involvement in bullying was negatively associated with academic performance. Academic performance differed between types of involvement in bullying. Pairwise post hoc analyses showed that in the full sample, the only significant difference was between those not involved and those involved as victim (only). This was also the case for girls. Adjusting for potential shared variance with gender, estimated intelligence and ToM being victim (only) and victim–bully (both) were negatively associated with academic performance compared to no involvement. Thus, being a victim (or victim–bully) contributes negatively to academic performance beyond the effects of ToM and intelligence, and regardless of gender. Similarly, ToM remained positively associated with academic performance after adjusting for shared variance.ConclusionToM and involvement in bullying were both separately associated with later academic performance. These results remained even after adjusting for shared variance, and for shared variance with gender and estimated IQ.",
keywords = "academic performance, adolescence, bullying, school, Theory-of-Mind",
author = "Lars Clemmensen and Jepsen, {Jens Richardt M{\o}llegaard} and {van Os}, Jim and Blijd-Hoogewys, {Els M. A.} and Rimvall, {Martin K.} and Olsen, {Else Marie} and Rask, {Charlotte U.} and Bartels-Velthuis, {Agna A.} and Skovgaard, {Anne Mette} and Pia Jeppesen",
year = "2020",
doi = "10.1111/bjep.12263",
language = "English",
volume = "90",
pages = "62--76",
journal = "British Journal of Educational Psychology",
issn = "0007-0998",
publisher = "Wiley",
number = "1",

}

RIS

TY - JOUR

T1 - Are theory of mind and bullying separately associated with later academic performance among preadolescents?

AU - Clemmensen, Lars

AU - Jepsen, Jens Richardt Møllegaard

AU - van Os, Jim

AU - Blijd-Hoogewys, Els M. A.

AU - Rimvall, Martin K.

AU - Olsen, Else Marie

AU - Rask, Charlotte U.

AU - Bartels-Velthuis, Agna A.

AU - Skovgaard, Anne Mette

AU - Jeppesen, Pia

PY - 2020

Y1 - 2020

N2 - BackgroundBullying and poor theory of mind (ToM) are both considered to negatively impact academic performance. However, it is unclear if they have separate effects.AimThe aim of the current study was to examine the potentially separate associations of bullying and ToM with academic performance.SampleA general population sample of 1,170 children aged 11–12 years.MethodsInformation on bullying, type of involvement (none, victim (only), bully (only), victim–bully (both)), ToM, and estimated intelligence was obtained at face-to-face assessments. Information on academic performance was obtained from Danish school registers.ResultsToM was positively associated with academic performance, and involvement in bullying was negatively associated with academic performance. Academic performance differed between types of involvement in bullying. Pairwise post hoc analyses showed that in the full sample, the only significant difference was between those not involved and those involved as victim (only). This was also the case for girls. Adjusting for potential shared variance with gender, estimated intelligence and ToM being victim (only) and victim–bully (both) were negatively associated with academic performance compared to no involvement. Thus, being a victim (or victim–bully) contributes negatively to academic performance beyond the effects of ToM and intelligence, and regardless of gender. Similarly, ToM remained positively associated with academic performance after adjusting for shared variance.ConclusionToM and involvement in bullying were both separately associated with later academic performance. These results remained even after adjusting for shared variance, and for shared variance with gender and estimated IQ.

AB - BackgroundBullying and poor theory of mind (ToM) are both considered to negatively impact academic performance. However, it is unclear if they have separate effects.AimThe aim of the current study was to examine the potentially separate associations of bullying and ToM with academic performance.SampleA general population sample of 1,170 children aged 11–12 years.MethodsInformation on bullying, type of involvement (none, victim (only), bully (only), victim–bully (both)), ToM, and estimated intelligence was obtained at face-to-face assessments. Information on academic performance was obtained from Danish school registers.ResultsToM was positively associated with academic performance, and involvement in bullying was negatively associated with academic performance. Academic performance differed between types of involvement in bullying. Pairwise post hoc analyses showed that in the full sample, the only significant difference was between those not involved and those involved as victim (only). This was also the case for girls. Adjusting for potential shared variance with gender, estimated intelligence and ToM being victim (only) and victim–bully (both) were negatively associated with academic performance compared to no involvement. Thus, being a victim (or victim–bully) contributes negatively to academic performance beyond the effects of ToM and intelligence, and regardless of gender. Similarly, ToM remained positively associated with academic performance after adjusting for shared variance.ConclusionToM and involvement in bullying were both separately associated with later academic performance. These results remained even after adjusting for shared variance, and for shared variance with gender and estimated IQ.

KW - academic performance

KW - adolescence

KW - bullying

KW - school

KW - Theory-of-Mind

U2 - 10.1111/bjep.12263

DO - 10.1111/bjep.12263

M3 - Journal article

C2 - 30592024

VL - 90

SP - 62

EP - 76

JO - British Journal of Educational Psychology

JF - British Journal of Educational Psychology

SN - 0007-0998

IS - 1

ER -

ID: 237842428