Download or read book Victimization and Academic Achievement at School written by Christine Marie Wienke Totura and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: The present study sought to examine the relationship between victimization by peers in middle school and academic outcomes. it was expected that an association between the experience of victimization and diminished academic performance would be mediated by poor psychological outcomes, as measured by moodiness, depression, anxiety, and anger. additionally, it was hypothesized that academic outcomes could be divided into two distinct constructs, motivation and achievement, with motivation and academic goal-orientation variables preceding the adequate attainment of school grades and standardized test scores. therefore, the present mediated model was tested using a structural equation modeling technique: victimization-psychological functioning-academic motivation-academic achievement. additionally, it was hypothesized that certain factors (friendship, prosocial activities and influences, school climate, aggression, and teacher-reported difficulties) would moderate the victimization-psychological functioning pathway. victimized middle school boys and girls were expected to have varying psychological and emotional outcomes depending on proposed risk and protective factors. approximately equal numbers of males and females (n=145 and 181, respectively) were randomly selected from classrooms in 11 middle schools across 6th, 7th, and 8th grades. Students completed questionnaires that assessed hypothesized mediator and moderator variables. In addition, teachers of the selected classrooms completed a brief rating scale on each of the students, which assessed student moodiness, behavioral difficulties, and learning problems. Achievement and discipline records data were obtained. Results revealed that Psychological Functioning mediated the relationship between Victimization and Academic Motivation, which was then related directly to Academic Achievement. Only the Aggression and Climate constructs moderated the Victimization-Psychological Functioning pathway, with Climate factors additionally significant for boys. These results suggest that victimization is associated with poor motivation to achieve if victimized students also experience psychological difficulties. Limited motivation is then associated with poorer academic performance. Contrary to hypothesized associations, endorsing aggressive beliefs and behaviors and experiencing low levels of intervention and support at school against bullying, particularly for boys, were related to better emotional outcomes for students who are highly victimized. While statistically significant, these findings have limited effect sizes. Implications for future research and the development of school-based programming are discussed.

Download or read book Bullying School Violence and Climate in Evolving Contexts written by Ron Avi Astor and published by Oxford University Press, USA. This book was released on 2018-11-29 with total page 313 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book outlines a novel unifying model that brings together these previously distinct literatures. We present an ecological model of school violence, bullying and safety in evolving contexts, to integrate all we have learned in the last decade, and suggest ways to move forward"--

Download or read book Examining the Temporal Sequence of Peer Victimization Academic Achievement and School Attendance written by Refa Laith and published by . This book was released on 2019 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The majority of research on bullying has focused on children's mental and physical health. There has been little research examining the longitudinal association between peer victimization, academic achievement, and school attendance with a specific focus on the temporal sequence linking the variables together. Participants (n= 654) were selected from 51 randomly selected elementary schools and were assessed annually from 5th to 12th grade. Results revealed a complex pattern of associations that were moderated by sex. Positive relationships with peers were the most important for school success for girls, with peer victimization in 8th grade predicting decreased GPA and increased absences in 9th grade. Age-related patterns in response to bullying were also found with elementary school-aged boys at increased risk of poor academic outcomes in response to peer victimization (being bullied in 7th grade predicted decreased GPA in 8th grade), compared to secondary school-aged boys (being bullied in 10th grade predicted higher GPA in 11th grade). A mediation model showed that being absent from school in 9th grade predicted lower grades in 10th grade which in turn predicted increased peer victimization in 11th grade; however, when tested for gender differences, the indirect effect was only significant for boys. Problems associated with underachievement were the most notable for secondary school-aged girls, with poor academic outcomes in 9th grade predicting increased peer victimization in 10th grade. The results have important implications for teachers, school administrators, and policy makers on how to identify and reduce peer victimization and ameliorate academic achievement.

Download or read book Estimating the Impact of Traditional Bullying Victimization in High School on Academic Achievement written by Randolph Adrian Ottem and published by . This book was released on 2018 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Bullying Peer Harassment and Victimization in the Schools written by Joseph Zins and published by Routledge. This book was released on 2013-04-15 with total page 215 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bullying and harassment threaten academic achievement and mental health in our schools. Look beyond your work with individual students to address these problems in their larger context! This book presents enlightening empirical studies and reviews of the literature on peer harassment, bullying, and victimization. Designed to expand our knowledge and understanding of these topics, Bullying, Peer Harassment, and Victimization in the Schools: The Next Generation of Prevention documents the widespread nature of the phenomena both inside and outside the United States, identifies risk and protective factors, and provides practitioners with specific, evidence-based guidelines for effective preventive action. From the editors: The problem of bullying, peer harassment, and victimization is a serious one in our schools. It greatly affects the climate for learning and productivity and the emotional health of students and staff. This book presents empirical data and theoretical and legal case reviews to show how pervasive and serious these problems are and how they threaten both academic achievement and mental health within many of our schools. Taking a longitudinal and developmental perspective, the authors begin to outline the next generation of research in this field that will shape knowledge and practice for the next few decades. For practitioners, the book is a call to action, particularly at the school-wide level, focusing on reducing the substantial social/emotional harm done to perpetrators, bystanders, and especially, victims. Bullying, Peer Harassment, and Victimization in the Schools provides vital information on: what mental health professionals can do to prevent and respond to sexual harassment in schools the relationship between middle-school adjustment and bullying aggressive behavior and friendship patterns in immigrant children school-based intervention strategies the relationship between the cultures of childhood and sexual harassmentfrom developmental, domestic violence, and legal perspectives risk factors and protective factors affecting victimization and more! It has been estimated that bullying affects more than half of the students in American schools. This book can add significantly to your ability to combat and prevent this pervasive problem. Use it to improve the quality of education received by students in your community!

Download or read book Cyberbullying in the Global Playground written by Qing Li and published by John Wiley & Sons. This book was released on 2012-02-20 with total page 329 pages. Available in PDF, EPUB and Kindle. Book excerpt: Cyberbullying in the Global Playground provides the first global, in-depth analysis of the emerging phenomenon of cyberbullying. Offers the first thorough comparative account of recent research into the emerging global phenomenon of cyberbullying Provides an international perspective on the prevalence and nature of cyberbullying Presents recent authoritative research within a critical perspective, drawing out theoretical and practical implications for policy and practice May be used to help design intervention, evaluation, and policy strategies for effective efforts to combat the international phenomenon of cyberbullying

Download or read book Preventing Bullying Through Science Policy and Practice written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2016-09-14 with total page 362 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bullying has long been tolerated as a rite of passage among children and adolescents. There is an implication that individuals who are bullied must have "asked for" this type of treatment, or deserved it. Sometimes, even the child who is bullied begins to internalize this idea. For many years, there has been a general acceptance and collective shrug when it comes to a child or adolescent with greater social capital or power pushing around a child perceived as subordinate. But bullying is not developmentally appropriate; it should not be considered a normal part of the typical social grouping that occurs throughout a child's life. Although bullying behavior endures through generations, the milieu is changing. Historically, bulling has occurred at school, the physical setting in which most of childhood is centered and the primary source for peer group formation. In recent years, however, the physical setting is not the only place bullying is occurring. Technology allows for an entirely new type of digital electronic aggression, cyberbullying, which takes place through chat rooms, instant messaging, social media, and other forms of digital electronic communication. Composition of peer groups, shifting demographics, changing societal norms, and modern technology are contextual factors that must be considered to understand and effectively react to bullying in the United States. Youth are embedded in multiple contexts and each of these contexts interacts with individual characteristics of youth in ways that either exacerbate or attenuate the association between these individual characteristics and bullying perpetration or victimization. Recognizing that bullying behavior is a major public health problem that demands the concerted and coordinated time and attention of parents, educators and school administrators, health care providers, policy makers, families, and others concerned with the care of children, this report evaluates the state of the science on biological and psychosocial consequences of peer victimization and the risk and protective factors that either increase or decrease peer victimization behavior and consequences.

Download or read book The Associations Among Relational Victimization Social Support Depression and Academic Achievement in Early Adolescence written by Sonia Nowakowska Cooper and published by . This book was released on 2016 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current study examined the associations among peer victimization, psychological distress, social support, and academic achievement outcomes in a middle school sample. Specifically, the current study investigated how social support and depression influence the association between relational aggression and academic achievement. These findings aimed to address a significant gap in our understanding of how peer victimization interferes with students' academic achievement. Analyses were conducted utilizing a total sample of 471 middle school students that were part of an all-school evaluation that occurred in May, 2014. Results indicated that depression and social support mediated the association between relational victimization and academic achievement. In sum, this study supports previous research and theory in the roles of depression and social support, but also included some unexpected patterns and new information regarding how depression and social support, together, impact the association of relational victimization and academic achievement. Limitations, implications, and future directions are discussed.

Download or read book Education and Delinquency written by Institute of Medicine and published by National Academies Press. This book was released on 2000-10-04 with total page 59 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Panel on Juvenile Crime: Prevention, Treatment, and Control convened a workshop on October 2, 1998, to explore issues related to educational performance, school climate, school practices, learning, student motivation and commitment to school, and their relationship to delinquency. The workshop was designed to bring together researchers and practitioners with a broad range of perspectives on the relationship between such specific issues as school safety and academic achievement and the development of delinquent behavior. Education and Delinquency reviews recent research findings, identifies gaps in knowledge and promising areas of future research, and discusses the need for program evaluation and the integration of empirical research findings into program design.

Download or read book Improving Learning Environments written by Richard Arum and published by Stanford University Press. This book was released on 2012-06-13 with total page 356 pages. Available in PDF, EPUB and Kindle. Book excerpt: Improving Learning Environments provides the first systematic comparative cross-national study of school disciplinary climates. In this volume, leading international social science researchers explore nine national case studies to identify the institutional determinants of variation in school discipline, the possible links between school environments and student achievement, as well as the implications of these findings for understanding social inequality. As the book demonstrates, a better understanding of school discipline is essential to the formation of effective educational policies. Ultimately, to improve a school's ability to contribute to youth socialization and student internalization of positive social norms and values, any changes in school discipline must not only be responsive to behavior problems but should also work to enhance the legitimacy and moral authority of school actors.

Download or read book Social Motivation written by Jaana Juvonen and published by Cambridge University Press. This book was released on 1996-09-13 with total page 395 pages. Available in PDF, EPUB and Kindle. Book excerpt: Social Motivation, first published in 1997, examines the essential interaction between social functioning and success at school.

Download or read book Health and Academic Achievement written by Blandina Bernal-Morales and published by BoD – Books on Demand. This book was released on 2018-09-19 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt: Emotional, physical and social well-being describe human health from birth. Good health goes hand in hand with the ability to handle stress for the future. However, biological factors such as diet, life experiences such as drug abuse, bullying, burnout and social factors such as family and community support at the school stage tend to mold health problems, affecting academic achievements. This book is a compilation of current scientific information about the challenges that students, families and teachers face regarding health and academic achievements. Contributions also relate to how physical activity, psychosocial support and other interventions can be made to understand resilience and vulnerability to school desertion. This book will be of interest to readers from broad professional fields, non-specialist readers, and those involved in education policy.

Download or read book Students at Risk of School Failure written by José Jesús Gázquez and published by Frontiers Media SA. This book was released on 2018-10-18 with total page 594 pages. Available in PDF, EPUB and Kindle. Book excerpt: The main objective of this Research Topic is to determine the conditions that place students at risk of school failure, identifying student and context variables. In spite of the fact that there is currently little doubt about how one learns and how to teach, in some countries of the “developed world,” there is still there is a high rate of school failure. Although the term “school failure” is a very complex construct, insofar as its causes, consequences, and development, from the field of educational psychology, the construct “student engagement” has recently gained special interest in an attempt to deal with the serious problem of school failure. School engagement builds on the anatomy of the students’ involvement in school and describes their feelings, behaviors, and thoughts about their school experiences. So, engagement is an important component of students’ school experience, with a close relationship to achievement and school failure. Children who self-set academic goals, attend school regularly and on time, behave well in class, complete their homework, and study at home are likely to interact adequately with the school social and physical environments and perform well in school. In contrast, children who miss school are more likely to display disruptive behaviors in class, miss homework frequently, exhibit violent behaviors on the playground, fail subjects, be retained and, if the behaviors persist, quit school. Moreover, engagement should also be considered as an important school outcome, eliciting more or less supportive reactions from educators. For example, children who display school-engaged behaviors are likely to receive motivational and instructional support from their teachers. The opposite may also be true. But what makes student engage more or less? The relevant literature indicates that personal variables (e.g., sensory, motor, neurodevelopmental, cognitive, motivational, emotional, behavior problems, learning difficulties, addictions), social and/or cultural variables (e.g., negative family conditions, child abuse, cultural deprivation, ethnic conditions, immigration), or school variables (e.g., coexistence at school, bullying, cyberbullying) may concurrently hinder engagement, preventing the student from acquiring the learnings in the same conditions as the rest of the classmates.

Download or read book Exposure to Violence and Victimization at School written by Daniel J. Flannery and published by . This book was released on 1999 with total page 6 pages. Available in PDF, EPUB and Kindle. Book excerpt: Violence at school can have a significant impact on young people, affecting their mental health, academic achievement, and socialization and adjustment. This brief examines that impact. It begins by defining school violence and examining the prevalence of exposure to, and victimization from, violence at school within a developmental framework. The most serious form of victimization, homicide at school, is discussed, and the early warning signs of the perpetration of violence are identified. The brief ends with a discussion of the behavioral and mental health consequences of exposure and victimization, and implications for strategies to ameliorate them. The challenge for educators is to react appropriately to warning signs of violence, but not to overreact. To respond adequately, schools need to employ appropriately trained mental health professionals who will be consistently available to students and staff. Mental health services should be considered part of the basic services provided to all students and staff.

Download or read book High School Outcomes of Middle School Bullying and Victimization written by Marissa A. Feldman and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: Previous research has revealed that bullying behaviors are negatively related to psychological, behavioral, social, and academic development. However, much of what is known has been determined from cross-sectional or year-long longitudinal studies conducted in elementary or middle school. The present study examined the longer-term correlates of bullying and victimization during the critical transition from middle to high school. Archival data from a large southern school district examined the longer-term implications of bullying and victimization of a middle school cohort (N=1,249). Results revealed that, during the initial survey year and over the following four-year period, self-identification as a bully was related to poorer academic achievement (grade point average), attendance, and discipline problems (total referrals and suspensions). No significant differences were found between victim and uninvolved student profiles, with the exception of victims having more discipline problems over the four subsequent years. Additionally, moderating factors, such as family, peer and school variables, were explored to determine why some youth involved in bullying succeed despite these challenges. Results revealed that the moderating influence of family adaptability and cohesion on student attendance and disciplinary actions persisted over a four-year follow-up period. Whereas increased family cohesion appeared to be related to increased attendance rates for victims, mixed results were demonstrated for family adaptability. Although higher levels of adaptability may be associated with better academic performance for victims, increased family adaptability was associated with poorer behavioral conduct of victims and bullies, as indicated by increased rates of referrals and suspensions.

Download or read book The Relationship Between School Connectedness and Bullying Victimization in Secondary Students written by Janet Urbanski and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: Bullying is a complex behavior that can cause academic and social problems for students and can contribute to a negative school climate. Students who feel isolated or do not feel connected to their school may experience similar risks to those who are victimized by peers. Recent school violence incidents have led to an increase in bullying behavior research. The importance of the school climate is also emerging in educational discourse prompting a growth of research in school connectedness and positive relationships. However, research on the impact that relationships and school connectedness may have on bullying victimization at school is limited. This is a secondary analysis of a national data set from the 2005 administration of the National Crime Victimization Survey School Crime Supplement. The study focused on the relationship between school connectedness and bullying victimization and whether gender, race, grade level, and academic achievement moderate the relationship. The role of relationships in bullying victimization was considered. Weighted regression analyses were conducted to determine the relationship between bullying behaviors and school connectedness and to identify the combination of factors that may influence the relationship. Components of school connectedness identified through factor analysis were statistically significant predictors of occurrence and frequency of bullying victimization, but accounted for a very small amount of variance in the outcome. Adding demographic variables of race, gender, grade level, and academic achievement produced a slight increase in the proportion of variance accounted for. Race did not have a statistically significant impact on occurrence of bullying victimization; neither race nor gender was statistically significant in variance of frequency of bullying victimization. Peer relationships proved to be statistically significant in bullying victimization frequency but neither adult-student nor peer relationships were statistically related to bullying victimization occurrence. Overall, school connectedness predicted a very small proportion of variance in occurrence and frequency of bullying victimization, suggesting that bullying prevention efforts should include strategies beyond those to improve a student's sense of connectedness to school. A comprehensive approach is needed to address bullying in schools effectively.

Download or read book Bullying in American Schools written by Dorothy L. Espelage and published by Routledge. This book was released on 2004-02-04 with total page 408 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is a compilation of research on bullying in school-aged youth conducted across the United States by a representative group of researchers. It emphasizes the complexity of bullying behaviours and offers suggestions for using data-based decision-making to intervene and reduce bullying.