Are theory of mind and bullying separately associated with later academic performance among preadolescents?
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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.
In: British Journal of Educational Psychology, Vol. 90, No. 1, 2020, p. 62-76.Research output: Contribution to journal › Journal article › Research › peer-review
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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