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

共 50 条

[21] Resisting reasonableness (Sexual harassment policies, academic student-teacher relationships)
Gallop, J
[J]. CRITICAL INQUIRY, 1999, 25 (03) : 599 - 609
[22] A familiar face: Student-teacher rematches and student achievement
Hwang, NaYoung
Kisida, Brian
Koedel, Cory
[J]. ECONOMICS OF EDUCATION REVIEW, 2021, 85
[23] Student-teacher relationship quality and prosocial behaviour: The mediating role of academic achievement and a positive attitude towards school
Longobardi, Claudio
Settanni, Michele
Lin, Shanyan
Fabris, Matteo Angelo
[J]. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 2021, 91 (02) : 547 - 562
[24] Student Perceptions of Academic Engagement and Student-Teacher Relationships in Problem-Based Learning
Amerstorfer, Carmen M.
von Muenster-Kistner, Clara Freiin
[J]. FRONTIERS IN PSYCHOLOGY, 2021, 12
[25] Student-teacher relationships and achievement goal orientations: Examining student perceptions in an ethnically diverse sample
Thijs, Jochem
Fleischmann, Fenella
[J]. LEARNING AND INDIVIDUAL DIFFERENCES, 2015, 42 : 53 - 63
[26] Intergenerational bonding in school: The behavioral and contextual correlates of student-teacher relationships
Crosnoe, R
Johnson, MK
Elder, GH
[J]. SOCIOLOGY OF EDUCATION, 2004, 77 (01) : 60 - 81
[27] Rethinking the Grammar of Student-Teacher Relationships
Nolan, Hillary L. Greene
[J]. AMERICAN JOURNAL OF EDUCATION, 2020, 126 (04) : 549 - 572
[28] Student-teacher relationships and students' willingness to seek help for school violence
Yablon, Yaacov B.
[J]. JOURNAL OF SOCIAL AND PERSONAL RELATIONSHIPS, 2010, 27 (08) : 1110 - 1123
[29] Do teachers' college majors affect students' academic achievement in the sciences? A cross-subfields analysis with student-teacher fixed effects
Inoue, Atsushi
Tanaka, Ryuichi
[J]. EDUCATION ECONOMICS, 2023, 31 (05) : 617 - 631
[30] Do teachers’ cultural beliefs matter for students’ school adaptation? A multilevel analysis of students’ academic achievement and psychological school adjustment
Kristin Schotte
Camilla Rjosk
Aileen Edele
Axinja Hachfeld
Petra Stanat
[J]. Social Psychology of Education, 2022, 25 : 75 - 112

← 1 2 3 4 5 →