Exploring the relationship between school bullying and academic performance: the mediating role of students' sense of belonging at school

被引：31

作者：

Huang, Liang ^{[1
]}

机构：

[1] Southeast Univ, Dept Publ Adm, Nanjing 211189, Jiangsu, Peoples R China

来源：

EDUCATIONAL STUDIES | 2022年 / 48卷 / 02期

关键词：

PISA2015; school bullying; academic performance; sense of belonging; mediating effect; SELF-DETERMINATION THEORY; PEER VICTIMIZATION; ADJUSTMENT; AGGRESSION; OUTCOMES; IMPACT; CONNECTEDNESS; ACHIEVEMENT; MOTIVATION; CLIMATE;

D O I：

10.1080/03055698.2020.1749032

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In extending the understanding of how school bullying impacts student learning, this research explored the relationships among school bullying, students' sense of belonging at school and academic performance in science, maths and reading. Data analysis was conducted using Beijing, Shanghai, Jiangsu and Guangdong (China) data of the 2015 Programme for International Student Assessment (PISA2015). The results showed that both bullying victimisation and bullying climate had significant and negative relationships with students' science, maths and reading performance. Students' sense of belonging at school partially mediated the effects of both bullying victimisation and bullying climate on academic performance in science, maths and reading. Implications for bullying intervention and further research were also discussed.

引用

页码：216 / 232

页数：17

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