Abstract
Students who experience bullying at school present different negative outcomes, including lower academic achievement. However, the process by which bullying is connected to academic achievement is not clear. Using the Trends in International Mathematics and Science Study (TIMSS) dataset from Chilean schools in 2011, we sought to estimate the indirect effects of bullying on mathematics achievement via two key socio-motivational factors, namely school belonging and students’ engagement. Results of our multilevel latent covariate analyses showed that schools’ bullying rates were predictive of school differences in mathematics achievement, but these effects were explained by broader characteristics of the school environment such as perceived levels of safety and discipline. Crucially, the hypothesized indirect pathway was evident at the within-school level, showing that individual experiences of bullying are related to a poorer sense of belonging with the school as a whole, as well as poorer classroom engagement
| Original language | English |
|---|---|
| Article number | 101172 |
| Journal | Studies in Educational Evaluation |
| Volume | 74 |
| Early online date | 14 May 2022 |
| DOIs | |
| Publication status | Published - 30 Sept 2022 |
Funding
This research benefit from financial support of the Programme of Advance Human Capital, National Commission of Scientific and Technological Research of Chile ( CONICYT ) PAI/INDUSTRIA 72111272 granted to the corresponding author; and partly funded by ANID PIA CIE160007 .
| Funders | Funder number |
|---|---|
| National Commission of Scientific and Technological Research of Chile | |
| Comisión Nacional de Investigación Científica y Tecnológica | PAI/INDUSTRIA 72111272 |
| Agencia Nacional de Investigación y Desarrollo | PIA CIE160007 |
Keywords
- Bullying
- Belonging
- Engagement
- Achievement
- Multilevel analysis
- Multilevel
ASJC Scopus subject areas
- Education
