The influence of school climate in bullying and victimization behaviors during middle school transition

Akos, 2015, Sociodemographic moderators of middle school transition effects on academic achievement, Journal of Early Adolescence, 35, 170, 10.1177/0272431614529367 Aldridge, 2018, Relationships between school climate, bullying and delinquent behaviours, Learning Environments Research, 21, 153, 10.1007/s10984-017-9249-6 Aldridge, 2020, Associations between school climate and student life satisfaction: Resilience and bullying as mediating factors, Learning Environments Research, 23, 129, 10.1007/s10984-019-09296-9 Allen, 2016, What schools need to know about fostering school belonging: A meta-analysis, Educational Psychology Review, 30, 1, 10.1007/s10648-016-9389-8 Arens, 2013, Does the timing of transition matter? Comparison of German students’ self-perceptions before and after transition to secondary school, International Journal of Educational Research, 57, 1, 10.1016/j.ijer.2012.11.001 Bear, 2011, Delaware School climate survey-student: Its factor structure, concurrent validity, and reliability, Journal School Psychology, 49, 57, 10.1016/j.jsp.2011.01.001 Bear, 2018, Differences in school climate and student engagement in China and the United States, School Psychology Quarterly, 33, 323, 10.1037/spq0000247 Bowes, 2013, Chronic bullying victimization across school transitions: The role of genetic and environmental influences, Development and Psychopathology, 25, 333, 10.1017/S0954579412001095 Chen, 2007, Sensitivity of goodness of fit indexes to lack of measurement invariance, Structural Equation Modeling, 14, 464, 10.1080/10705510701301834 Cheung, 2002, Evaluating goodness-of-fit indexes for testing measurement invariance, Structural Equation Modeling, 9, 233, 10.1207/S15328007SEM0902_5 Coelho, 2021, A multilevel analysis of the influence of bullying participant roles upon the trajectories of adolescents’ social and emotional competencies, chool Psychology International, 42, 306, 10.1177/0143034321988972 Coelho, 2019, Efeito da transição para o 2o ciclo sobre o envolvimento dos alunos em bullying [The effect of middle school transition on students involvement in bullying], International Journal of Developmental and Educational Psychology, 4, 135 Coelho, 2016, Stress in Portuguese middle school transition: A multilevel analysis., Spanish Journal of Psychology, 19, 1, 10.1017/sjp.2016.61 Coelho, 2020, Trajectories of students’ school climate dimensions throughout middle school transition: A longitudinal study, Child Indicators Research, 13, 175, 10.1007/s12187-019-09674-y Coelho, 2020, Bullying and Cyberbullying Behaviors Questionnaire: Validation of a short form, International Journal of School & Educational Psychology, 8, 3, 10.1080/21683603.2018.1522282 Cohen, 2009, School climate: Research, policy, practice, and teacher education, Teachers College Record, 111, 180, 10.1177/016146810911100108 Cohen, 2009, Tightening the dropout tourniquet: Easing the transition from middle to high school, Preventing School Failure, 53, 177, 10.3200/PSFL.53.3.177-184 Cross, 2018, Impact of the Friendly Schools whole-school intervention on transition to secondary school and adolescent bullying behaviour, European Journal of Education, 53, 495, 10.1111/ejed.12307 Daily, 2019, School climate and academic achievement in middle and high school students, The Journal of School Health, 89, 173, 10.1111/josh.12726 DePedro, 2016, A latent class analysis of school climate among middle and high school students in California public schools, Children and Youth Services Review, 63, 10, 10.1016/j.childyouth.2016.01.023 Eccles, J. S. (2004). Schools, academic motivation, and stage-environment fit. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (2nd ed., pp. 125–153). Hoboken, NJ: Wiley. https://doi.org/10.1002/9780471726746.ch5. Eccles, 1989, Stage-environment fit: Developmentally appropriate classrooms for young adolescents, Research on Motivation in Education, 3, 139 Eccles, 1993, The impact of stage-environment fit on young adolescents’ experiences in schools and in families, American Psychologist, 48, 90, 10.1037/0003-066X.48.2.90 Farmer, 2015, Externalizing and internalizing behavior problems, peer affiliations, and bullying involvement across the transition to middle school, Journal of Emotional and Behavioral Disorders, 23, 3, 10.1177/1063426613491286 Forrest, 2013, Health and school outcomes during children's transition into adolescence, Journal of Adolescent Health, 52, 186, 10.1016/j.jadohealth.2012.06.019 Gage, 2014, School climate and bullying victimization: A latent class growth model analysis, School Psychology Quarterly, 29, 256, 10.1037/spq0000064 Gendron, 2011, An analysis of bullying among students within schools: Estimating the effects of individual normative beliefs, self-esteem, and school climate, Journal of School Violence, 10, 150, 10.1080/15388220.2010.539166 Guerra, 2011, Understanding bullying and victimization during childhood and adolescence: A mixed methods study, Child Development, 82, 295, 10.1111/j.1467-8624.2010.01556.x Harris, 2018, Perceptions of bullying victimization: Differences between once-retained and multiple-retained students in public and private schools in Brazil, Child Indicators Research, 12, 1677, 10.1007/s12187-018-9604-x Hu, 1999, Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives, Structural Equation Modeling: A Multidisciplinary Journal, 6, 1, 10.1080/10705519909540118 Hymel, 2015, Four decades of research on school bullying: An introduction, American Psychologist, 70, 293, 10.1037/a0038928 2020 Klein, 2012, Relationships between bullying, school climate, and student risk behaviors, School Psychology Quarterly, 27, 154, 10.1037/a0029350 Kline, 2011 Košir, 2020, Predictors of self-reported and peer-reported victimization and bullying behavior in early adolescents: The role of school, classroom, and individual factors, European Journal of Psychology of Education, 35, 381, 10.1007/s10212-019-00430-y Kowalski, 2012 Lane, 2015, Examining behavioral risk and academic performance for students transitioning from elementary to middle school, Journal of Positive Behavior Interventions, 17, 39, 10.1177/1098300714524825 Lester, 2015, The relationship between school climate and mental and emotional wellbeing over the transition from primary to secondary school, Psychology of Well-Being, 5, 1, 10.1186/s13612-015-0037-8 Little, 2007, New developments in latent variable panel analyses of longitudinal data, International Journal of Behavioral Development, 31, 357, 10.1177/0165025407077757 Low, 2014, The moderating effects of school climate on bullying prevention efforts, School Psychology Quarterly, 29, 306, 10.1037/spq0000073 Madjar, 2016, Perceived school climate across the transition from elementary to middle school, School Psychology Quarterly, 31, 270, 10.1037/spq0000129 Niesen, 2004 Olweus, D. (1993). Bullying at school. Oxford and Cambridge: Blackwell. https://doi.org/10.1007/978-1-4757-9116-7_5. Pellegrini, 2002, A longitudinal study of bullying, dominance, and victimization during the transition from primary school through secondary school, British Journal of Developmental Psychology, 20, 259, 10.1348/026151002166442 Pepler, 2006, A developmental perspective on bullying, Aggressive Behavior, 32, 376, 10.1002/ab.20136 Reijntjes, 2013, Developmental trajectories of bullying and social dominance in youth, Child Abuse & Neglect, 37, 224, 10.1016/j.chiabu.2012.12.004 Thapa, 2013, A review of school climate research, Review of Educational Research, 83, 357, 10.3102/0034654313483907 Wang, 2013, The critical role of school climate in effective bullying prevention, Theory into Practice, 52, 296, 10.1080/00405841.2013.829735 Wang, 2016, Bullying and school transition: Context or development?, Child Abuse & Neglect, 51, 237, 10.1016/j.chiabu.2015.10.004 Wang, 2014, School climate, peer victimization, and academic achievement: Results from a multi-informant study, School Psychology Quarterly, 29, 360, 10.1037/spq0000084 Widaman, 2010, Factorial invariance within longitudinal structural equation models: Measuring the same construct across time, Child Development Perspectives, 4, 10, 10.1111/j.1750-8606.2009.00110.x Williford, 2014, Transitions between subclasses of bullying and victimization when entering middle school, Aggressive Behavior, 40, 24, 10.1002/ab.21503 Zequinão, 2019, Associação entre bullying escolar e o país de origem: Um estudo transcultural, Revista Brasileira de Educação, 24, 10.1590/s1413-24782019240013