Sex Differences in the Relationships between School Bullying and Executive Functions in Adolescence

ABSTRACT

The aim of the current study was to examine the associations between different types of executive functions (EFs) and bullying involvement in adolescent boys and girls. A self-report questionnaire was administered to 385 adolescents (mean age = 12.6 years) from nine junior high schools in France. Participants were divided into four bullying groups: pure victims, bully-victims, pure bullies, and noninvolved. Their parents completed the Behavior Rating Inventory of Executive Function. Results showed that adolescents with inhibition problems were more likely to be victims or bully-victims. Furthermore, working memory, organization of materials, and monitoring problems appeared to be associated with the risk of being a victim for girls. Bully-victims, especially girls, performed more poorly on cool and hot EF problems than controls. Pure bullies did not exhibit any EF impairments. The screening of EF abilities and the implementation of evidence-based EF promotion programs are discussed.

KEYWORDS:

• School bullying
• executive functions
• bullying roles
• victimization
• adolescence

Acknowledgments

The authors are grateful to all the students and parents who took part in the study. They would also like to thank the trainees for their help and the association ACVS-49 for their help in the data collection process. This study was funded by the University of Angers, France.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Universite Angers [n.c.].

Notes on contributors

C. Potard

Dr Catherine Potard is currently Associate Professor in Clinical and Health Psycholoy, Psychologist at the University of Angers, France. In her research she utilizes theories and concepts from clinical and health psychology to address issues of mental health, risky beahvior, and interpersonal violence of adolescents and emerging and young adult.

A. Henry

Dr Audrey Henry is Associate Professor in Neuropsychology, Neuropsychologist, at the University of Reims, France. She studies the social cognition and neuropsychological determinants of health.

R. Pochon

Dr Regis Pochon is an Associate Professor in Educational Psychology in the Department of Education science at the University of Reims. He conducts his work with the overall goal of improving the quality of live of students, based an socio-emotional perspective.

V. Kubiszewski

Dr Violaine Kubiszewski, is an Associate Professor in Educational Psychology at the University of Besançon. Their research interests are essentially related to bullying and school climate.

C. Combes

Dr Céline Combes is an Associate Professor in Developmental Psychology at the University of Angers. She studies roles of cognitive skills on communication, such as eSMS or digital technologies.

V. Brouté

Dr Valentin Brouté, Msc student in Neuropsychology, University of Angers.

A. Roy

Dr Arnaud Roy is Professor in Neuropsychologist, Neuropsychologist, at the University of Angers, France. His research has focused on the executive functions skills among child, in a context of neurodevelopmental disorders.