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ABSTRACT
Bullying is a process of direct (i.e., youth who bully and are victimized) and indirect (i.e., bystanders) social exchanges. Though researchers often examine social and emotional correlates of bullying role behaviors, it is important to also consider the underlying cognitive processes associated with different bullying roles such as socially oriented cognitive processes associated with executive functions. The goal of the current study was to examine executive functions associated with types of bullying role behavior (aggression, victimization, defending, assisting, and outsider behavior) and differences between boys and girls within a sample of 689 third- to eighth-grade students (51% male, 49% female). Victimization was significantly and negatively associated with each executive function. Defending was positively associated with emotion regulation for upper elementary school students, but not for middle school students. Outsider behavior was significantly and negatively associated with self-monitoring, flexibility, and initiation.