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dc.contributor.authorTurunen, Tiina
dc.contributor.authorPoskiparta, Elisa
dc.contributor.authorSalmivalli, Christina
dc.contributor.authorNiemi, Pekka
dc.contributor.authorLerkkanen, Marja-Kristiina
dc.date.accessioned2021-04-12T06:56:29Z
dc.date.available2021-04-12T06:56:29Z
dc.date.issued2021
dc.identifier.citationTurunen, T., Poskiparta, E., Salmivalli, C., Niemi, P., & Lerkkanen, M.-K. (2021). Longitudinal associations between poor reading skills, bullying and victimization across the transition from elementary to middle school. <i>PLoS ONE</i>, <i>16</i>(3), Article e0249112. <a href="https://doi.org/10.1371/journal.pone.0249112 " target="_blank">https://doi.org/10.1371/journal.pone.0249112 </a>
dc.identifier.otherCONVID_66338390
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/75015
dc.description.abstractStudents with poor reading skills and reading difficulties (RDs) are at elevated risk for bullying involvement in elementary school, but it is not known whether they are at risk also later in adolescence. This study investigated the longitudinal interplay between reading skills (fluency and comprehension), victimization, and bullying across the transition from elementary to middle school, controlling for externalizing and internalizing problems. The sample consists of 1,824 students (47.3% girls, T1 mean age was 12 years 9 months) from 150 Grade 6 classrooms, whose reading fluency and comprehension, self-reported victimization and bullying, and self-reported externalizing and internalizing problems were measured in Grades 6, 7, and 9. Two cross-lagged panel models with three time-points were fitted to the data separately for reading fluency and comprehension. The results indicated that poorer fluency and comprehension skills in Grade 6 predicted bullying perpetration in Grade 7, and poorer fluency and comprehension skills in Grade 7 predicted bullying perpetration in Grade 9. Neither fluency nor comprehension were longitudinally associated with victimization. The effects of reading skills on bullying perpetration were relatively small and externalizing problems increased the risk for bullying others more than poor reading skills did. However, it is important that those who struggle with reading get academic support in school throughout their school years, and social support when needed.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherPublic Library of Science (PLoS)
dc.relation.ispartofseriesPLoS ONE
dc.rightsCC BY 4.0
dc.titleLongitudinal associations between poor reading skills, bullying and victimization across the transition from elementary to middle school
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202104122327
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiaineKasvatuspsykologiaen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.relation.issn1932-6203
dc.relation.numberinseries3
dc.relation.volume16
dc.type.versionpublishedVersion
dc.rights.copyright© 2021 the Authors
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber268586
dc.subject.ysoalakoululaiset
dc.subject.ysooppimisvaikeudet
dc.subject.ysopitkittäistutkimus
dc.subject.ysokoulukiusaaminen
dc.subject.ysoyläkoululaiset
dc.subject.ysolukihäiriöt
dc.subject.ysokiusaaminen
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p38259
jyx.subject.urihttp://www.yso.fi/onto/yso/p5302
jyx.subject.urihttp://www.yso.fi/onto/yso/p14610
jyx.subject.urihttp://www.yso.fi/onto/yso/p70
jyx.subject.urihttp://www.yso.fi/onto/yso/p38262
jyx.subject.urihttp://www.yso.fi/onto/yso/p5301
jyx.subject.urihttp://www.yso.fi/onto/yso/p71
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1371/journal.pone.0249112
dc.relation.funderResearch Council of Finlanden
dc.relation.funderSuomen Akatemiafi
jyx.fundingprogramAcademy Project, AoFen
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundinginformationWriting this article was supported by the INVEST Research Flagship, funded under the flagship scheme of the Academy of Finland (decision number: 320162), and another grant from the same funding agency (2013-2017, #268586).
dc.type.okmA1


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