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

120 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Noncognitive Skills in the Classroom: New Perspectives on Educational Research (2010, methodology): “For example, Marsh et al. (2001) noted that self-identities of troublemaker were associated with slight increases in self-esteem for high school boys.”
Construct Validity of the Multidimensional Structure of Bullying and Victimization: An Application of Exploratory Structural Equation Modeling. (2011, background): “…be mutually reinforcing, whereby prior bullying behavior may lead to later victimization, and prior victimization may lead to later bullying behavior (Card & Hodges, 2008; Marsh, Parada, Craven, & Finger, 2004; Marsh et al., 2001; Ostrov, in press; Parada, 2000, 2006; Parada, Marsh & Craven, 2005).”
Physical Self-Concept in Adolescence: Generalizability of a Multidimensional, Hierarchical Model Across Gender and Grade (2005, unknown): “psychological well-being (Paradise & Kernis, 2002), bullying ( Marsh, Parada, Yeung, & Healey, 2001 ), and perceived competence (Connell & Wellborn, 1990).”
Cross-national consistency in the relationship between bullying behaviors and psychosocial adjustment. (2004, result): “Being bullied may lead to poor emotional adjustment by negatively shaping youths’ self-concept; this is supported by studies across several countries.(29-31) Only a few studies have examined the relationshipbetweenbullyingandhealthproblems(32-34); these associations may reflect the stress of repeate”