Bullying effect on student’s performance

Oliveira, Felipe Resende; Menezes, Tatiane Almeida de; Irffi, Guilherme; Oliveira, Guilherme Resende

doi:10.1016/j.econ.2017.10.001

Cited by 56 publications

(51 citation statements)

References 39 publications

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“…It is possible that the students who are victims of corporal punishment in the home are more likely to be aggressive toward, and perhaps physically bully, their classroom peers. Physical bullies at school pose a serious threat to students' academic performance, physical as well as psychological health (Kowalski and Limber 2013;Oliveira et al 2018). Physical bullies, therefore, could be one potential mechanism behind the effects of peers' exposure to physical punishment in the home.…”

Section: Mechanisms and Discussionmentioning

confidence: 99%

‘Bad Apple’ peer effects in elementary classrooms: the case of corporal punishment in the home

Nguyen

2019

Education Economics

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This paper provides the first empirical evidence on the existence of negative spillover effects from children exposed to corporal punishment in the home. We find that interactions with peers who suffer from physical punishment significantly depress achievement in both math and language among Vietnamese fifth graders. These adverse impacts are transmitted through the reduction of academic expectation and the increased incidence of physical bullies at school in the presence of more corporal-punishment-inflicted peers. Our results offer meaningful implications for both education and social policies.JEL codes: I20, I21, J18

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Section: Mechanisms and Discussionmentioning

confidence: 99%

‘Bad Apple’ peer effects in elementary classrooms: the case of corporal punishment in the home

Nguyen

2019

Education Economics

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“…In schools, the high prevalence of violence affects students in all grades [29,30]. For example, school violence is associated with lower academic performance [31][32][33][34], impacts children's cognitive development [35][36][37], and is related to mental health problems [31,34,[38][39][40]. Furthermore, children experiencing violence and maltreatment in schools displayed significantly higher levels of psychological problems, including depression, loneliness, anxiety, reinforcement of negative self-evaluations, and fear or avoidance of social interactions and, as a result, they increasingly became targets of bullying by peers [40][41][42].…”

Section: Effects Of Violence On Child Developmentmentioning

confidence: 99%

Reducing violent discipline by teachers using Interaction Competencies with Children for Teachers (ICC-T): Study protocol for a matched cluster randomized controlled trial in Tanzanian public primary schools

Masath

Hermenau²,

Nkuba

et al. 2019

Preprint

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Background: Despite the existing national and international plans of action to end violent discipline strategies used by teachers in schools, they still prevail in Tanzanian schools. This underlines the need to implement schoolbased interventions that aim at reducing violent discipline by teachers. In this study, we will evaluate the feasibility and effectiveness of the preventative intervention Interaction Competencies with Childrenfor Teachers (ICC-T) in Tanzanian primary schools. Following its success in secondary schools, we hypothesize that the intervention will reduce teachers' positive attitudes towards and their use of violent discipline at school.Methods/design: The study will be conducted in six randomly selected regions in Tanzania. We have already randomly selected two schools in each region (12 in total) that fulfill our inclusion criteria. From each region, one school will be randomly assigned to the intervention and the other to the monitoring group (no intervention). Eighty students between the ages of 9 to 12 years (N = 960) and 20 teachers from each school (N = 240) will be included in the trial. We will collect data directly before the intervention (t1) and 6 months after the intervention (t2) both at intervention and monitoring schools. Using guided questionnaire assessments, we will measure violence by teachers using students' reports on their exposure to and teachers' reports on their use of violence using the Conflict Tactics Scale. Furthermore, we will assess teachers' positive attitudes towards violent discipline using a modified version of the Conflict Tactic Scale. The feasibility of the intervention will be evaluated using purpose-built measures assessing the demand, applicability, acceptability, and integration of core elements into daily work in the participating schools. Discussion: The proposed study will allow us to test the feasibility and effectiveness of an intervention aiming to reduce positive attitudes towards and the use of violent discipline by teachers in school settings. With the reduction of violent discipline by teachers, this study contributes to national and international efforts towards ending violence against children as well as the attainment of the United Nations' Sustainable Development Goals that also aim to prevent all types of maltreatment of children.

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“…Victims are the persons suffering from violation who cannot defend themselves and are frequently alienated by their friends. Furthermore, the effect of bullying can interfere with the victim's performance at schools and they have poor academic performance [10], [11]. Therefore, the sufferers who have experienced bullying need to be recovered, so that they will be able to deal with the suffering and have a good selfconfidence.…”

Section: Introductionmentioning

confidence: 99%

Recovery Bullying With Counseling And Sublimation Through Literary Work Writing

Yanti¹,

Suswandari²,

Ibrahim³

2019

Proceedings of the 1st International Conference on Life, Innovation, Change and Knowledge (ICLICK 2018)

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The bullying recovery effort is an activity to save bullying victims from mental pressure and to prevent them from being bullied again with guidance and counseling therapy and sublimation through literary work writing. These are intended to allow students who have once been bullied to eliminate the mental pressure and funnel the pressure through literary work writing. This research uses qualitative method with case study approach. The research sample is highschoolers who had once been bullied consisting of 9 students from 4 different high schools. The therapy treatments are given 5 times consisting of 3 meetings with counselors and 2 meetings with creative work writing lecturers to guide these students write literary works. The research results indicate that there is indeed a change in the self-concept of these students who had once been bullied.

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Bullying effect on student’s performance

Cited by 56 publications

References 39 publications

‘Bad Apple’ peer effects in elementary classrooms: the case of corporal punishment in the home

‘Bad Apple’ peer effects in elementary classrooms: the case of corporal punishment in the home

Reducing violent discipline by teachers using Interaction Competencies with Children for Teachers (ICC-T): Study protocol for a matched cluster randomized controlled trial in Tanzanian public primary schools

Recovery Bullying With Counseling And Sublimation Through Literary Work Writing

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