Do School Bullying and Student-Teacher Relationships Matter for Academic Achievement? A Multilevel Analysis

被引：108

作者：

Konishi, Chiaki ^{[1
]}

Hymel, Shelley ^{[2
,3
]}

Zumbo, Bruno D. ^{[4
]}

Li, Zhen ^{[1
]}

机构：

[1] Univ British Columbia, Dept Educ & Counselling Psychol, 2125 Main Mall, Vancouver, BC V6T 1Z4, Canada

[2] Univ British Columbia, Fac Educ, Human Dev & Educ, Vancouver, BC, Canada

[3] Univ British Columbia, Fac Educ, Sch Psychol, Vancouver, BC, Canada

[4] Univ British Columbia, Measurement & Evaluat, Vancouver, BC, Canada

来源：

CANADIAN JOURNAL OF SCHOOL PSYCHOLOGY | 2010年 / 25卷 / 01期

关键词：

bullying; student-teacher relationships; academic achievement; multilevel analysis; school climate;

D O I：

10.1177/0829573509357550

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

In extending our understanding of how the social climate of schools can affect academic outcomes, this study examined the relationship between school bullying, student-teacher (S-T) connectedness, and academic performance. Using data collected in Canada as part of a larger international study conducted by the Organisation for Economic Co-operation and Development, participants included 27,217 students aged 15 years and 1,087 school principals. Results of multilevel analyses revealed that math achievement was negatively related to school bullying and positively related to S-T connectedness. For boys, there was a significant interaction between bullying and S-T connectedness, suggesting a buffering effect of S-T connectedness on the relationship between school bullying and math achievement. Similar results were evident for reading achievement.

引用

页码：19 / 39

页数：21

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