caa a22 4500 606239162 CHVBK 20210128101301.0 cr unu---uuuuu 210128e20150301xx s 000 0 eng 10.1007/s11218-014-9287-1 doi (NATIONALLICENCE)springer-10.1007/s11218-014-9287-1 Bullying affects more than feelings: the long-term implications of victimization on academic motivation in higher education [Elektronische Daten] [Adena Young-Jones, Sophie Fursa, Jacqueline Byrket, James Sly] Bullying has become a prominent topic within education due to recent media headlines in the United States and abroad. The impact of these occurrences ripples beyond the bully and victim to include administrators, parents, and fellow students. While previous research has concluded bullying behaviors decrease as a child progresses in school, more recent studies found bullying can continue into college. The current project investigated differences between perceptions of bullying in high school and college along with how college students' experiences with bullying impacted several constructs related to academic success (i.e., basic psychological needs, academic motivation, perceived social support, and perceived stress). Participants ( $$N = 130$$ N = 130 , 68 male) completed a Perceptions of Bullying Questionnaire, Basic Psychological Needs Scale (BPNS), Academic Motivation Scale, Multidimensional Scale of Perceived Social Support, Perceived Stress Scale, and a demographic data form. The results indicate participants who described themselves as either current or past bullying victims had significantly lower academic motivation than respondents who did not. In addition, current victims of bullying scored significantly lower on two of the three constructs in the BPNS: autonomy and competence. These findings suggest students are susceptible to bullying after high school, and the effects can negatively impact college life, academic motivation, and educational outcomes. In addition, past victimization can cause academic difficulties for college students, even after the harassment has ceased. Springer Science+Business Media Dordrecht, 2014 Bullying nationallicence Higher education nationallicence Academic motivation nationallicence Basic psychological needs nationallicence Basic needs nationallicence Young-Jones Adena Psychology Department, Missouri State University, 901 South National Avenue, 65897, Springfield, MO, USA aut Fursa Sophie Psychology Department, Missouri State University, 901 South National Avenue, 65897, Springfield, MO, USA aut Byrket Jacqueline Psychology Department, Missouri State University, 901 South National Avenue, 65897, Springfield, MO, USA aut Sly James Psychology Department, Missouri State University, 901 South National Avenue, 65897, Springfield, MO, USA aut Social Psychology of Education Springer Netherlands 18/1(2015-03-01), 185-200 1381-2890 18:1<185 2015 18 11218 https://doi.org/10.1007/s11218-014-9287-1 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s11218-014-9287-1 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Young-Jones Adena Psychology Department, Missouri State University, 901 South National Avenue, 65897, Springfield, MO, USA aut NATIONALLICENCE 700 1- Fursa Sophie Psychology Department, Missouri State University, 901 South National Avenue, 65897, Springfield, MO, USA aut NATIONALLICENCE 700 1- Byrket Jacqueline Psychology Department, Missouri State University, 901 South National Avenue, 65897, Springfield, MO, USA aut NATIONALLICENCE 700 1- Sly James Psychology Department, Missouri State University, 901 South National Avenue, 65897, Springfield, MO, USA aut NATIONALLICENCE 773 0- Social Psychology of Education Springer Netherlands 18/1(2015-03-01), 185-200 1381-2890 18:1<185 2015 18 11218