Although some research has evidenced a negative association between involvement in bullying and academic performance, more work is needed to understand the associations between academic performance and involvement in a more comprehensive range of bully role behaviors. The goals of the current study were to determine (a) the associations among a broader range of bully role behaviors (i.e., bullying, assisting, victimization, defending, and outsider behavior) and academic performance (i.e., grade point average; GPA), and (b) gender differences within these associations. The current study investigated these issues over the course of an academic year with 7794 students in middle through high school. Bullying behaviors were assessed in the fall and GPA data were gathered from school records from the spring of the same academic year. The results identified significant negative associations between bullying (b = −0.07, p = .001), assisting (b = −0.16, p < .001), victimization (b = −0.06, p < .001), and defending (b = −0.04, p < .001) with student GPA, whereas no significant association emerged for outsider behavior and GPA (b = −0.02, p = .13). In addition, several gender differences were found in these associations, including a stronger negative association between assisting and GPA for girls (b = −0.23, p = .001) than for boys (b = −0.08, p = .014) and a significant negative association between victimization and GPA for girls (b = −0.09, p < .001), but not boys (b = −0.02, p = .117). Differences in results across schools were also examined in an exploratory manner. The educational impact associated with bullying behaviors, limitations of the current study, and suggestions for future research are discussed.

尽管一些研究已经证明参与欺凌与学业成绩之间存在负相关，但还需要做更多的工作来了解学业成绩与参与更全面的欺凌角色行为之间的关联。当前研究的目标是确定 (a) 更广泛的欺凌角色行为（即欺凌、协助、受害、辩护和局外人行为）和学业成绩（即平均绩点；GPA）之间的关联， (b) 这些协会内的性别差异。当前的研究在一个学年中对 7794 名初中到高中的学生进行了调查。欺凌行为在秋季进行评估，GPA 数据是从同学年春季的学校记录中收集的。p  = .001)、协助 (b = -0.16, p  < .001)、受害 (b = -0.06, p  < .001) 和捍卫 (b = -0.04, p  < .001) 学生 GPA，而局外人行为和 GPA 没有显着关联（b = -0.02，p  = .13）。此外，在这些关联中还发现了一些性别差异，包括女孩 (b = -0.23, p  = .001) 的协助和 GPA 之间的负相关比男孩 (b = -0.08, p  = .014) 和 a女孩受害与 GPA 之间显着负相关 (b = -0.09, p  < .001)，但男孩没有 (b = -0.02, p = .117）。还以探索性的方式检查了不同学校的结果差异。讨论了与欺凌行为相关的教育影响、当前研究的局限性以及对未来研究的建议。