In this study, we wished to examine the potential relationships between the skills measured by an individually administered standardized measure of cognitive ability and a self-report measure of indirect bullying, overt aggression, and prosocial skills. Therefore, a sample of 106 female students were recruited from a private, faith-based university located in an urban setting in the mid-Atlantic region of the USA (US; M = 19.34 years; 84.9% White) to investigate the relationships between cognitive variables and interpersonal behavior. Multiple regression analyses revealed that participants' performance on a Verbal Comprehension subtest significantly predicted their self-reported prosocial skills, with their Visual-Auditory Learning-Delayed skills enhancing this prediction. Additionally, in this sample, females' Visual Matching skills were significantly predictive of overt aggression. However, despite the researchers' hypotheses to the contrary, no cognitive skills were found to significantly predict forms of relational and social bullying. Implications of these findings for research and practice are discussed.

Character education has always played a role in the purpose of schools. Most US states have a statement about character education as a part of the mission of the schools. This research studied how character education was perceived by participants in regards to school mission statements/philosophies, school atmosphere and curriculum in a Catholic school, a Quaker school and a public school. Using interviews and observations, the public school and two private schools approaches to character education were explored. Character education explicitly connected and applied from the mission statement manifested more fully in the school culture.

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