Indirect effects of bullying on school mathematics achievement in Chile

Diego Carrasco; Robin Banerjee; Natalia Lopez Hornickel; Ernesto Treviño

doi:10.1016/j.stueduc.2022.101172

Indirect effects of bullying on school mathematics achievement in Chile

Diego Carrasco, Robin Banerjee, Natalia Lopez Hornickel, Ernesto Treviño

Department of Education

Research output: Contribution to journal › Article › peer-review

9 Citations (SciVal)

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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	https://doi.org/10.1016/j.stueduc.2022.101172
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
Comisión Nacional de Investigación Científica y Tecnológica	PAI/INDUSTRIA 72111272
Agencia Nacional de Investigación y Desarrollo	PIA CIE160007

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

Bullying
Belonging
Engagement
Achievement
Multilevel analysis
Multilevel

ASJC Scopus subject areas

Education

Access to Document

10.1016/j.stueduc.2022.101172

manuscript_20210610Accepted author manuscript, 493 KBLicence: CC BY-NC-ND

Cite this

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title = "Indirect effects of bullying on school mathematics achievement in Chile",

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{\textquoteright} engagement. Results of our multilevel latent covariate analyses showed that schools{\textquoteright} 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",

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doi = "10.1016/j.stueduc.2022.101172",

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T1 - Indirect effects of bullying on school mathematics achievement in Chile

AU - Carrasco, Diego

AU - Banerjee, Robin

AU - Lopez Hornickel, Natalia

AU - Treviño, Ernesto

PY - 2022/9/30

Y1 - 2022/9/30

N2 - 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

AB - 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

KW - Bullying

KW - Belonging

KW - Engagement

KW - Achievement

KW - Multilevel analysis

KW - Multilevel

UR - https://www.scopus.com/pages/publications/85130406313

U2 - 10.1016/j.stueduc.2022.101172

DO - 10.1016/j.stueduc.2022.101172

M3 - Article

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VL - 74

JO - Studies in Educational Evaluation

JF - Studies in Educational Evaluation

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ER -

Indirect effects of bullying on school mathematics achievement in Chile

Abstract

Funding

UN SDGs

Keywords

ASJC Scopus subject areas

Access to Document

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