Aggressive school troublemakers and victims : a longitudinal model examining the pivotal role of self-concept

Herbert W. Marsh, Roberto H. Parada, Alexander Seeshing Yeung, Jean B. Healey

    Research output: Contribution to journalArticle

    64 Citations (Scopus)

    Abstract

    Aggressive Troublemaker (getting into physical fights, getting into trouble, being seen as a troublemaker, and being punished for getting into trouble) and Victim (being threatened with harm, not feeling safe) factors were related to 3 components of self-concept (General, Same Sex, and Opposite Sex) based on the large, nationally representative National Education Longitudinal Study of 1988 database. At 8th-, 10th-, and 12th-grade levels, Troublemaker and Victim constructs were reasonably stable over time and moderately positively correlated (many students were both troublemakers and victims). The Victim factor was negatively correlated with self-concept and had negative effects on subsequent self-concept. Whereas the Troublemaker factor was also correlated somewhat negatively with self-concept, it had small positive effects on subsequent self-concept: Low self-concept may trigger troublemaking behavior in a possibly successful attempt to enhance subsequent self-concept. Although boys had higher Troublemaker and Victim scores than did girls, the effects of these constructs on subsequent self-concepts were similar for boys and girls.
    Original languageEnglish
    Number of pages9
    JournalJournal of educational psychology
    Publication statusPublished - 2001

    Keywords

    • Bullies
    • Psychological aspects
    • Research
    • School violence
    • Self-perception
    • Victims

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