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

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@article{0b6b59f2b5324d12a712848ce1606fbd,
title = "Are theory of mind and bullying separately associated with later academic performance among preadolescents?",
abstract = "BACKGROUND: Bullying and poor theory of mind (ToM) are both considered to negatively impact academic performance. However, it is unclear if they have separate effects.AIM: The aim of the current study was to examine the potentially separate associations of bullying and ToM with academic performance.SAMPLE: A general population sample of 1,170 children aged 11-12 years.METHODS: Information 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.RESULTS: ToM 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.CONCLUSION: ToM 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.",
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",
note = "{\circledC} 2018 The British Psychological Society.",
year = "2018",
month = "12",
day = "27",
doi = "10.1111/bjep.12263",
language = "English",
journal = "British Journal of Educational Psychology",
issn = "0007-0998",
publisher = "John Wiley & Sons Ltd",

}

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

N1 - © 2018 The British Psychological Society.

PY - 2018/12/27

Y1 - 2018/12/27

N2 - BACKGROUND: Bullying and poor theory of mind (ToM) are both considered to negatively impact academic performance. However, it is unclear if they have separate effects.AIM: The aim of the current study was to examine the potentially separate associations of bullying and ToM with academic performance.SAMPLE: A general population sample of 1,170 children aged 11-12 years.METHODS: Information 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.RESULTS: ToM 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.CONCLUSION: ToM 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 - BACKGROUND: Bullying and poor theory of mind (ToM) are both considered to negatively impact academic performance. However, it is unclear if they have separate effects.AIM: The aim of the current study was to examine the potentially separate associations of bullying and ToM with academic performance.SAMPLE: A general population sample of 1,170 children aged 11-12 years.METHODS: Information 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.RESULTS: ToM 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.CONCLUSION: ToM 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.

U2 - 10.1111/bjep.12263

DO - 10.1111/bjep.12263

M3 - Journal article

JO - British Journal of Educational Psychology

JF - British Journal of Educational Psychology

SN - 0007-0998

ER -

ID: 56109892