Bullying affects more than feelings: the long-term implications of victimization on academic motivation in higher education

Young-Jones, Adena; Fursa, Sophie; Byrket, Jacqueline S.; Sly, James S.

doi:10.1007/s11218-014-9287-1

Cited by 70 publications

(39 citation statements)

References 37 publications

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“…It has been previously reported (via a survey of Japanese private university staff) that women have a higher prevalence of experiencing all forms of sexual, gender, and academic harassment than men [ 18 ]. There is a causal relationship between the existence of academic harassment and impaired academic motivation [ 23 ]. It has been pointed out that decreased academic motivation can potentially lead to poor academic performance and the reason for drop-out [ 23 ].…”

Section: Discussionmentioning

confidence: 99%

Impact of COVID-19 restrictions on the research environment and motivation of researchers in Japan

Miki¹,

Chubachi²,

Imamura³

et al. 2020

Progress in Disaster Science

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The environment surrounding researchers has changed significantly in the face of COVID-19 restrictions. An online self-reported questionnaire was completed by 10,557 participants between June 15–19, 2020. The impact on work/research activities and harassments under COVID-19 conditions were higher among researchers (1963) compared to non-researchers (8572). We further examined the effect of COVID-19 restrictions on 300 researchers. Women were significantly more likely to report being harassed than males; women were also more likely to show a reduction in their research motivation. The restrictions on research activities – due to COVID-19 restrictions – caused future anxiety and a decrease in research motivation.

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Section: Discussionmentioning

confidence: 99%

Impact of COVID-19 restrictions on the research environment and motivation of researchers in Japan

Miki¹,

Chubachi²,

Imamura³

et al. 2020

Progress in Disaster Science

View full text Add to dashboard Cite

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“…Operationalizations used to measure different forms of bullying in the university context have varied across studies. While some studies have focused only on cyberbullying and its forms (e.g., Finn 2004; Kraft and Wang 2010;Schenk and Fremouw 2012) or traditional forms of bullying (e.g., Chapell et al 2004Chapell et al , 2006Cooper et al 2011;Marraccini et al 2015;Pontzer 2010;Sinkkonen et al 2014), others have included both traditional and cyber bullying (e.g., Beran et al 2012;Giovazolias and Malikiosi-Loizos 2016;Matsunaga 2010;Rospenda et al 2013;Wensley and Campbell 2012;Young-Jones et al 2015). When multiple forms of bullying have been operationalized in studies, respondents have typically been provided first a definition of bullying, followed by a set of categories of bullying behaviors and asked about their personal experiences with each.…”

Section: Operationalizing Bullying Across Culturesmentioning

confidence: 99%

“…While the provision of a definition of bullying is a reasonable strategy to ensure study validity, differences remain in the ways bullying has been operationalized depending on whether the study was developed from school versus workplace contexts. In most studies, categories of bullying behavior have been adopted from literature on school bullying and they have included some or all of the following: (a) verbal aggression, for example, saying hurtful things, ridicule, calling hurtful names; (b) relational/social damage, such as ignoring or socially excluding the person, or making other people dislike the person by, for example, spreading nasty rumors or telling lies about him or her; (c) physical aggression, such as physical attack, threat, or property damage; and (d) cyberbullying, consisting of different forms of hurting by means of communication technology (e.g., Beran et al 2012;Chapell et al 2006;Matsunaga 2010;Rospenda et al 2013;Sinkkonen et al 2014;Young-Jones et al 2015). In comparison, in their study of college students' experiences of bullying by peers and teaching/research personnel, Marraccini et al (2015) developed a questionnaire based on previously used measures designed to assess exposure to workplace bullying.…”

Section: Operationalizing Bullying Across Culturesmentioning

confidence: 99%

“…Although bullying has been widely recognized as a serious issue in elementary and secondary school (e.g., Craig et al 2009;Currie et al 2012;Nansel et al 2001) and in the workplace (e.g., Keashly and Harvey 2005), and its long-term consequences on the psychosocial functioning, academic motivation and study ability of individuals have been found to reach from school year experiences even to higher education (e.g., Espelage et al 2016;Holt et al 2014;Pörhölä et al 2019;Young-Jones et al 2015), relatively little research has examined the prevalence and forms of bullying victimization and perpetration at the university level (Lund and Ross 2016). However, existing studies clearly indicate that bullying does occur among higher education students, and occurrence rates vary substantially between individual studies (Cowie et al 2013;Lund and Ross 2016;Marraccini et al 2015).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Bullying in university between peers and by personnel: cultural variation in prevalence, forms, and gender differences in four countries

et al. 2019

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This study reports results from cross-cultural comparisons of (a) the frequency of university students' experiences of bullying victimization and perpetration between students, (b) students' experiences of bullying victimization by university personnel, and (c) the breakdown of victimization by the forms of bullying students have experienced. Gender breakdowns are offered. Survey data were collected from undergraduates in a total of 47 universities, using large sample sizes, similar measures and assessment methods in four countries: Argentina (N = 969), Estonia (N = 1053), Finland (N = 4403), and the United States (N = 2072). The results confirmed previous findings which suggest that a notable number of students experience bullying during university studies by fellow students and/or staff members, and a smaller number of students admit to bully their fellow students. The results add to previous knowledge by demonstrating remarkable cultural differences in the prevalence and forms of bullying and suggesting that bullying at the university level starts to transform similar to bullying in the workplace. The overall rates of bullying victimization and perpetration between students were the highest in Argentina, followed by the USA, Finland, and finally Estonia. However, victimization by university personnel was reported the most in Estonia, followed by Argentina, the USA, and Finland. Gender breakdowns in bullying experiences varied between countries. Verbal forms of bullying were common experiences. The most often reported form in all countries was unjustified criticism, belittling or humiliation related to academic performance. Students in the USA reported the highest frequencies in most forms of victimization. The results are discussed by reflecting on higher education features and comparing cultural characteristics of the countries. Practical implications are provided.Publisher's Note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.Maili Pörhölä is an adjunct professor in the School of Humanities at the University of Eastern Finland. Her career has focused on communication research investigating bullying and abuse in social relationships, with a special interest in the transference of these experiences from primary, secondary and higher education contexts to the workplace, examining impacts on individual psychosocial well-being.Kristen Cvancara is a professor in the Department of Communication Studies at Minnesota State University, Mankato, USA. Her areas of expertise include interpersonal communication and social influence. She specializes in the study of verbal aggression, investigating how it is learned and used in romantic, familial, and friendship relationships.Esta Kaal is a lecturer and researcher at Baltic Film, Media, Arts and Communication School, Tallinn University, Estonia. She works in the communication research field investigating organizations in public, business, and university contexts. Her main research interests include envir...

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“…Bullying generally means that "an individual or a group of individuals repeatedly attacks, humiliates, and/or excludes a relatively powerless person" (Salmivalli 2010, p. 112). It is a serious problem in schools (Espelage et al 2016;Rigby 2017;Young-Jones et al 2015), and victims of bullying are at higher risk of developing 1 3 mental-health problems such as low self-esteem, depression, anxiety, and suicidal ideation and behaviors (Farrington et al 2012;Gini and Pozzoli 2013;Reijntjes et al 2010). According to the social-ecological framework (Bronfenbrenner 1979;Espelage 2014;Espelage and Swearer 2011), bullying is established, sustained, and changed over time as a result of reciprocal associations between individual and contextual factors.…”

Section: Introductionmentioning

confidence: 99%

Bullying and its association with altruism toward victims, blaming the victims, and classroom prevalence of bystander behaviors: a multilevel analysis

Thornberg

Wänström

2018

Soc Psychol Educ

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With reference to social-ecological, self-determination, attributional, and social cognitive theories, the current study examined whether gender, age, altruistic motivation to defend victims, and tendency to blame the victims, at the individual level, and the prevalence of reinforcing and defending, at the classroom level, were associated with bullying. A sample of 901 Swedish students (9-13 years old, M = 11.00, SD = .83) from 43 classrooms filled out a questionnaire. Multilevel regression analyses revealed that the perpetration of bullying was positively associated with the prevalence of reinforcing at the classroom level and blaming the victims at the individual level, whereas it was negatively associated with altruistic motivation to defend victims of bullying at the individual level. Furthermore, students with high altruistic motivation to defend victims of bullying were less inclined to bully, independent of the classroom level of reinforcing. The current study suggests that bullying prevention and intervention programs should: explicitly target bystander behaviors, in particular to reduce the prevalence of reinforcing bullying; include efforts to strengthen altruistic self-concept and motivation to defend victims; and prevent, challenge, and counteract tendencies among students to blame the victim.

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Bullying affects more than feelings: the long-term implications of victimization on academic motivation in higher education

Cited by 70 publications

References 37 publications

Impact of COVID-19 restrictions on the research environment and motivation of researchers in Japan

Impact of COVID-19 restrictions on the research environment and motivation of researchers in Japan

Bullying in university between peers and by personnel: cultural variation in prevalence, forms, and gender differences in four countries

Bullying and its association with altruism toward victims, blaming the victims, and classroom prevalence of bystander behaviors: a multilevel analysis

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