Table 3.
Group means and comparisons of mental health and academic outcomes at age 12 for chronic victims of bullying, PS victims, SS victims, and nonvictimized children
| Group Means |
Comparison Between Groups |
|||||||
|---|---|---|---|---|---|---|---|---|
| NonVictims (N = 1255) M (SD) |
PS Victims (N = 400) M (SD) |
SS Victims (N = 205) M (SD) |
Chronic Victims (N = 286) M (SD) |
Chronic Vs. Nonvictims β (95% CIs) |
Chronic Vs. PS Victims β (95% CIs) |
Chronic Vs. SS Victims β (95% CIs) |
Nonvictims Vs. PS Victims β (95% CIs) |
|
| Mental Health Outcomes | ||||||||
| Mother and teacher reports | ||||||||
| Internalizing | ||||||||
| problems | 9.3 (6.9) | 10.8 (8.0) | 13.4 (8.8) | 16.7 (10.8) | −0.6 (−0.8, −0.4) | −0.4 (−0.6, −0.3) | −0.2 (−0.4, −0.0) | 0.1 (0.0, 0.2) |
| Externalizing | ||||||||
| problems | 13.4 (12.4) | 15.0 (13.4) | 18.3 (15.7) | 24.5 (19.4) | −0.3, (−0.5, −0.2) | −0.3 (−0.5, −0.2) | −0.2 (−0.4, −0.0) | 0.0 (−0.1, 0.1) |
| Child reports | ||||||||
| Depressive | ||||||||
| symptoms | 2.1 (3.5) | 3.1 (4.8) | 4.0 (6.0) | 7.0 (8.8) | −0.8 (−1.1, −0.6) | −0.6 (−0.9, −0.4) | −0.5 (−0.7, −0.2) | 0.2 (0.1, 0.3) |
| Anxiety | ||||||||
| symptoms | 7.2 (2.8) | 7.7 (3.0) | 7.8 (3.5) | 9.2 (3.3) | −0.6 (−0.8, −0.5) | −0.5 (−0.6, −0.3) | −0.4 (−0.6, −0.2) | 0.2 (0.1, 0.3) |
| Academic Outcomes | ||||||||
| Math | 2.3 (0.9) | 2.2 (1.0) | 1.9 (0.8) | 1.8 (0.9) | 0.2 (0.1, 0.4) | 0.3 (0.1, 0.5) | 0.0 (0.2, 0.2) | 0.0 (−0.1, 0.1) |
| English | 2.3 (0.9) | 2.1 (0.9) | 1.9 (0.9) | 1.7 (0.9) | 0.2 (0.1, 0.4) | 0.2 (−0.0, 0.3) | −0.1 (−0.2, 0.1) | −0.1 (−0.2, 0.0) |
Note: Means and standard deviations are presented as raw scores; betas from regression analyses are standardized. Adjusted regression analyses controlling for age 5 individual characteristics (internalizing and externalizing symptoms, gender, IQ) and age 5 family characteristics (Socioeconomic status, social support, and child maltreatment). To investigate whether gender differentially influenced the associations between each bullying victimization status and each outcome, an interaction term (gender by mental health or school achievement outcome) was included in regression models. None of the interaction terms yielded improvements in the fit of models above and beyond main effects only. Thus, analyses were conducted for the whole sample collapsed across gender. PS, primary school; SS, secondary school; CI, confidential interval.