1,988
Views
16
CrossRef citations to date
0
Altmetric
Original Articles

Students’ Experiences of Bullying in High School and Their Adjustment and Motivation During the First Semester of College

, &

References

  • Adams, F. D., & Lawrence, G. J. (2011). Bullying victims: The effects last into college. American Secondary Education, 40, 4–13.
  • Agliata, A. K., & Renk, K. (2008). College students’ adjustment: The role of parent-college student expectation discrepancies and communication reciprocity. Journal of Youth and Adolescence, 37, 967–982. doi:10.1007/s10964-007-9200-8
  • Allen, D. (1999). Desire to finish college: An empirical link between motivation and persistence. Research in Higher Education, 40, 461–485. doi:10.1023/A:1018740226006
  • Astill, B. R., Feather, N. T., & Keeves, J. P. (2002). A multilevel analysis of the effects of parents, teachers and schools on student values. Social Psychology of Education, 5, 345–363. doi:10.1023/A:1020982517173
  • Baker, S. R. (2004). Intrinsic, extrinsic, and amotivational orientations: Their role in university adjustment, stress, well-being, and subsequent academic performance. Current Psychology, 23, 189–202. doi:10.1007/s12144-004-1019-9
  • Baker, R. W., McNeil, O. V., & Siryk, B. (1985). Expectation and reality in freshman adjustment to college. Journal of Counseling Psychology, 32, 94–103. doi:10.1037/0022–0167.32.1.94
  • Baker, R. W., & Siryk, B. (1984). Measuring adjustment to college. Journal of Counseling Psychology, 31, 179–189. doi:10.1037//0022–0167.31.2.179
  • Baker, R. W., & Siryk, B. (1986). Exploratory intervention with a scale measuring adjustment to college. Journal of Counseling Psychology, 33, 31–38. doi:10.1037/0022–0167.33.1.31
  • Baker, R. W., & Siryk, B. (1999). SACQ: Student adaptation to college questionnaire manual. Los Angeles, CA: Western Psychological Services.
  • Beyers, W., & Goossens, L. (2002). Concurrent and predictive validity of the student adaptation to college questionnaire in a sample of European freshman students. Educational and Psychology Measurement, 62, 527–538. doi:10.1177/00164402062003009
  • Black, A. E., & Deci, E. L. (2000). The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84, 740–756. doi:10.1002/1098–237x(200011)84:6 < 740::aid-sce4 > 3.0.co;2-3
  • Buhs, E. S., Ladd, G. W., & Herald-Brown, S. L. (2012). Victimization and exclusion: Links to peer rejection, classroom engagement, and achievement. In S. R. Jimerson S. M. Swearer & D. L. Espelage (Eds.), Handbook of bullying in schools: An international perspective (pp. 163–172). New York, NY: Routledge.
  • Bui, V. T. (2002). First-generation college students at a four-year university: Background characteristics, reasons for pursuing higher education, and first-year experiences. College Student Journal, 36, 3–11.
  • Buote, V. M., Pancer, S. M., Pratt, M. W., Adams, G., Birnie-Lefcovitch, S., Polivy, J., & Wintre, M. G. (2007). The importance of friends: Friendship and adjustment among 1st-year university students. Journal of Adolescent Research, 22, 665–689. doi:10.1177/0743558407306344
  • Byrd, D. R., & McKinney, K. J. (2012). Individual, interpersonal, and institutional level factors associated with the mental health of college students. Journal of American College Health, 60, 185–193. doi:10.1080/07448481.2011.584334
  • Chapell, M., Casey, D., De la Cruz, C., Ferrell, J., Forman, J., Lipkin, R., … Whittaker, S. (2004). Bullying in college by students and teachers. Adolescence, 39, 53–64.
  • Chapell, M. S., Hasselman, S. L., Kitchin, T., Lomon, S. N., MacIver, K. W., & Sarullo, P. L. (2006). Bullying in elementary school, high school, and college. Adolescence, 41, 633–648.
  • Christophel, D. M. (1990). The relationships among teacher immediacy behaviors, student motivation, and learning. Communication Education, 39, 323–340. doi:10.1080/03634529009378813
  • Christophel, D. M., & Gorham, J. (1995). A test‐retest analysis of student motivation, teacher immediacy, and perceived sources of motivation and demotivation in college classes. Communication Education, 44, 292–306. doi:10.1080/03634529509379020
  • Cokley, K. O., Bernard, N., Cunningham, D., & Motoike, J. (2001). A psychometric investigation of the academic motivation scale using a United States sample. Measurement and Evaluation in Counseling and Development, 34, 109–119.
  • Conley, C. S., Travers, L. V., & Bryant, F. B. (2013). Promoting psychosocial adjustment and stress management in first-year college students. The benefits of engagement in a psychosocial wellness seminar. Journal of American College Health, 61, 75–86. doi:10.1080/07448481.2012.754757
  • Cook, C. R., Williams, K. R., Guerra, N. G., Kim, T. E., & Sadek, S. (2010). Predictors of bullying and victimization in childhood and adolescence: A meta-analytic investigation. School Psychology Quarterly, 25, 65–83. doi:10.1037/a0020149
  • Cooper, S. E., & Robinson, D. A. G. (1988). Psychometric properties of the student adaptation to college questionnaire with engineering and science students. Measurement and Evaluation in Counseling and Development, 21, 124–129.
  • Cornell, D., Gregory, A., Huang, F., & Fan, X. (2013). Perceived prevalence of teasing and bullying predicts high school dropout rates. Journal of Educational Psychology, 105, 138–149. doi:10.1037/a0030416
  • Credé, M., & Niehorster, S. (2012). Adjustment to college as measured by the student adaptation to college questionnaire: A quantitative review of its structure and relationships with correlates and consequences. Educational Psychology Review, 24, 133–165. doi:10.1007/s10648-011-9184–5
  • Deci, E. L. (1975). Intrinsic motivation. New York, NY: Plenum.
  • Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review on experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125, 627–668. doi:10.1037/0033–2909.125.6.627
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.
  • Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268. doi:10.1207/S15327965PLI1104_01
  • Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26, 325–346. doi:10.1080/00461520.1991.9653137
  • Diseth, A., Danielsen, A. G., & Samdal, O. (2012). A path analysis of basic need support, self-efficacy, achievement goals, life satisfaction and academic achievement level among secondary school students. Educational Psychology, 32, 335–354. doi:10.1080/01443410.2012.657159
  • Fairchild, A. J., Horst, S. J., Finney, S. J., & Barron, K. E. (2005). Evaluating existing and new validity evidence for the Academic Motivation Scale. Contemporary Educational Psychology, 30, 331–358. doi:10.1016/j.cedpsych.2004.11.001
  • Feldt, R. C., Graham, M., & Dew, D. (2011). Measuring adjustment to college: Construct validity of the student adaptation to college questionnaire. Measurement and Evaluation in Counseling and Development, 44, 92–104. doi:10.1177/0748175611400291
  • Gastic, B. (2008). School truancy and the disciplinary problems of bullying victims. Educational Review, 60, 391–404. doi:10.1080/00131910802393423
  • Gibb, S. J., Horwood, J., & Fergusson, D. M. (2011). Bullying victimization/perpetration in childhood and later adjustment: Findings from a 30 year longitudinal study. Journal of Aggression, Conflict and Peace Research, 3, 82–88. doi:10.1108/17596591111132891
  • Gladden, R. M., Vivolo-Kantor, A. M., Hamburger, M. E., & Lumpkin, C. D. (2014). Bullying surveillance among youths: Uniform definitions for public health and recommended data elements, version 1.0. Atlanta, GA: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention, and U.S. Department of Education.
  • Hampel, P., Manhal, S., & Hayer, T. (2009). Direct and relational bullying among children and adolescents: Coping and psychological adjustment. School Psychology International, 30, 474–490. doi:10.1177/0143034309107066
  • Horyna, B., & Bonds-Raacke, J. M. (2012). Differences in students’ motivation to attend college: Large versus small high schools. Education, 132, 708–724.
  • Hunt, C., Peters, L., & Rapee, R. M. (2012). Development of a measure of the experience of being bullied in youth. Psychological Assessment, 24, 156–165. doi:10.1037/a0025178
  • Jantzer, A. M., Hoover, J. H., & Narloch, R. (2006). The relationship between school-aged bullying and trust, shyness and quality of friendships in young adulthood: A preliminary research note. School Psychology International, 27, 146–156. doi:10.1177/0143034306064546
  • Kowalski, R. M., Limber, S. P., & Agatston, P. W. (2012). Cyberbullying: Bullying in the digital age. West Sussex, England: Wiley-Blackwell.
  • Kuh, G. D., Kinzie, J., Schuh, J. H., & Whitt, E. J. (2005). Student success in college: Creating conditions that matter. San Francisco, CA: Jossey-Bass.
  • Legault, L., Green-Demers, I., & Pelletier, L. (2006). Why do high school students lack motivation in the classroom? Toward an understanding of academic amotivation and the role of social support. Journal of Educational Psychology, 98, 567–582. doi:10.1037/0022-0663.98.3.567
  • Ma, L., Phelps, E., Lerner, J. V., & Lerner, R. M. (2009). The development of academic competence among adolescents who bully and who are bullied. Journal of Applied Developmental Psychology, 30, 628–644. doi:10.1016/j.appdev.2009.07.006
  • Marsh, H. W., Parada, R. H., Craven, R. G., & Finger, L. (2004). In the looking glass: A reciprocal model elucidating the complex nature of bullying, psychological determinants, and the central role of self-concept. In C. E. Sanders & D. G. Phye (Eds.), Bullying: Implications for the classroom (pp. 63–109). San Diego, CA: Elsevier Academic Press.
  • Mattanah, J. F., Lopez, F. G., & Govern, J. M. (2011). The contributions of parental attachment bonds to college student development and adjustment: A meta-analytic review. Journal of Counseling Psychology, 58, 565–596. doi:10.1037/a0024635
  • Meehan, D. C. M., & Negy, C. (2003). Undergraduate students’ adaptation to college: Does being married make a difference? Journal of College Student Development, 44, 670–690. doi:10.1353/csd.2003.0055
  • Milem, J. F., & Berger, J. B. (1997). A modified model of college student persistence: Exploring the relationship between Astin's theory of involvement and Tinto's theory of student departure. Journal of College Student Development, 38, 387–400.
  • Myers, S. A., & Rittenour, C. E. (2010). Student aggressive communication in the K-12 classroom: Bullying and conflict. In T. A. Avtgis & A. S. Rancer (Eds.), Arguments, aggression, and conflict: New directions in theory and research (pp. 139–158). New York, NY: Routledge.
  • Nakamoto, J., & Schwartz, D. (2010). Is peer victimization associated with academic achievement? A meta-analytic review. Social Development, 19, 221–242. doi:10.1111/j.1467–9507.2009.00539.x
  • Nansel, T. R., Haynie, D. L., & Simons-Morton, B. G. (2003). The association of bullying and victimization with middle school adjustment. Journal of Applied School Psychology, 19, 45–61. doi:10.1300/J008v19n02_04
  • Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, W. J., Simons-Morton, B., & Scheidt, P. (2001). Bullying behaviors among US youth: Prevalence and association with psychosocial adjustment. The Journal of the American Medical Association, 285, 2094–2100. doi:10.1001/jama.285.16.2094
  • Oprinas, P., & Horne, A. M. (2012). Creating a positive school climate and developing social competence. In S. R. Jimerson S. M. Swearer & D. L. Espelage (Eds.), Handbook of bullying in schools: An international perspective (pp. 49–59). New York, NY: Routledge.
  • Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research. San Francisco, CA: Jossey-Bass.
  • Pellegrini, A. D., & Van Ryzin, M. J. (2011). Part of the problem and part of the solution: The role of peers in bullying, dominance, and victimization during the transition from primary school to secondary school. In D. L. Espelage & S. M. Swearer (Eds.), Bullying in North American schools (pp. 91–100). New York, NY: Routledge.
  • Pittman, L. D., & Richmond, A. (2008). University belonging, friendship quality, and psychological adjustment during the transition to college. The Journal of Experimental Education, 76, 343–361. doi:10.3200/JEXE.76.4.343-362
  • Ramos-Sánchez, L., & Nichols, L. (2007). Self-efficacy of first-generation and non-first-generation college students: The relationship with academic performance and college adjustment. Journal of College Counseling, 10, 6–18.
  • Reeve, J. (2002). Self-determination theory applied to educational settings. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 183–204). Rochester: NY: University of Rochester Press.
  • Renn, K. A., & Reason, R. D. (2013). College students in the United States: Characteristics, experiences, and outcomes. San Francisco, CA: Jossey-Bass.
  • Richmond, V. P. (1990). Communication in the classroom: Power and motivation. Communication Education, 39, 181–195. doi:10.1080/03634529009378801
  • Ryan, R. M., & Deci, E. L. (2000a). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78. doi:10.1037//0003–066x.55.1.68
  • Ryan, R. M., & Deci, E. L. (2000b). The darker and brighter sides of human existence: Basic psychological needs as a unifying concept. Psychological Inquiry, 11, 319–338. doi:10.1207/S15327965PLI1104_03
  • Ryan, R. M., & Deci, E. L. (2002). Overview of self-determination theory: An organismic dialectical perspective. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3–36). Rochester, NY: University of Rochester Press.
  • Ryan, R. M., & Deci, E. L. (2009). Promoting self-determined school engagement. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 171–195). New York, NY: Routledge.
  • Salmivalli, C., & Peets, K. (2009). Bullies, victims, and bully-victim relationships in middle childhood and early adolescence. In K. H. Rubin W. M. Bukowski & B. Laursen (Eds.), Handbook of peer interactions, relationships, and groups (pp. 322–340). New York, NY: The Guilford Press.
  • Schafer, M., Korn, S., Smith, P. K., Hunter, S. C., Mora-Merchan, J. A., Singer, M. M., & van der Meulen, K. (2004). Lonely in the crowd: Recollections of bullying. British Journal of Developmental Psychology, 22, 379–394. doi:10.1348/0261510041552756
  • Sherry, A., & Henson, R. K. (2005). Conducting and interpreting canonical correlation analysis in personality research: A user-friendly primer. Journal of Personality Assessment, 84, 37–48. doi:10.1207/s15327752jpa8401_09
  • Shim, S. S., & Ryan, A. M. (2012). What do students want socially when they arrive at college? Implications of social achievement goals for social behaviors and adjustment during the first semester of college. Motivation and Emotion, 36, 504–515. doi:10.1007/s11031-011-9272-3
  • Smith, P. K. (2012). Bullying in primary and secondary schools: Psychological and organizational comparisons. In S. R. Jimerson S. M. Swearer & D. L. Espelage (Eds.), Handbook of bullying in schools: An international perspective (pp. 137–150). New York, NY: Routledge.
  • Stavrinides, P., Georgiou, S., Nikiforou, M., & Kiteri, E. (2011). Longitudinal investigation of the relationship between bullying and psychosocial adjustment. European Journal of Developmental Psychology, 8, 730–743. doi:10.1080/17405629.2011.628545
  • Suresh, S., & Tipandjan, A. (2012). School bullying victimization and college adjustment. Journal of the Indian Academy of Applied Psychology, 38, 68–73.
  • Sutton, A., Muller, C., & Langenkamp, A. G. (2013). High school transfer students and transition to college: Timing and the structure of the school year. Sociology of Education, 86, 63–82. doi:10.1177/0038040712452889
  • Swearer, S. M., Collins, A., Radliff, K. H., & Wang, C. (2011). Internalizing problems in students involved in bullying and victimization. In D. L. Espelage & S. M. Swearer (Eds.), Bullying in North American schools (pp. 45–61). New York, NY: Routledge.
  • Taylor, M. A., & Pastor, D. A. (2007). A confirmatory factor analysis of the student adaptation to college questionnaire. Educational and Psychological Measurement, 67, 1002–1018. doi:10.1177/0013164406299125
  • Terenzini, P. T., Rendon, L. I., Upcraft, M. L., Millar, S. B., Allison, K. W., Gregg, P. L., & Jalomo, R. (1994). The transition to college: Diverse students, diverse stories. Research in Higher Education, 35, 57–73. doi:10.1007/BF02496662
  • Thompson, B. (2000). Canonical correlation analysis. In L. G. Grimm & P. R. Yarnold (Eds.), Reading and understanding more multivariate statistics (pp. 285–316). Washington, DC: American Psychological Association.
  • Tyler, K. M., Garriott, P. O., Love, K. M., Brown, C., Thomas, D. M., & Roan-Belle, C. (2011). Linking home communalism to college adjustment and institutional attachment for African American and European American undergraduates. College Student Affairs Journal, 30, 47–61.
  • Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. Advances in Experimental Social Psychology, 29, 271–360. doi:10.1016/S0065-2601(08)60019-2
  • Vallerand, R. J., Blais, M. R., Briere, N. M., & Pelletier, L. G. (1989). Construction et validation de l'échelle de motivation en éducation (EME). Canadian Journal of Behavioral Sciences, 21, 323–349. doi:10.1037/h0079855
  • Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurements, 52, 1003–1017. doi:10.1177/0013164492052004025
  • Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1993). On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the concurrent and construct validity of the Academic Motivation Scale. Educational and Psychological Measurement, 53, 159–172. doi:10.1177/0013164493053001018
  • Vallerand, R. J., & Ratelle, C. F. (2002). Intrinsic and extrinsic motivation: A hierarchical model. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 37–63). Rochester, NY: University of Rochester Press.
  • Wang, J., Iannotti, R. J., & Luk, J. W. (2011). Peer victimization and academic adjustment among early adolescents: Moderation by gender and mediation by perceived classmate support. Journal of School Health, 81, 386–392. doi:10.1111/j.1746-1561.2011.00606.x
  • Wentzel, K. R., & Brophy, J. E. (2014). Motivating students to learn (4th ed.). New York, NY: Routledge.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.