Peer Victimization and Academic Performance in Primary School Children

Mundy, Lisa; Canterford, Louise; Kosola, Silja; Degenhardt, Louisa; Allen, Nicholas; Patton, George C.

doi:10.1016/j.acap.2017.06.012

Cited by 44 publications

(30 citation statements)

References 33 publications

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“…In this respect, the analysis of each dimension of school adjustment can provide a more complete picture of the roles associated with cyberaggression. In addition, there are generally few cyberbullying studies that analyze gender differences, even though the scientific literature notes that girls who suffer victimization tend to express more intense feelings of loneliness [28], greater difficulties to communicate with parents [29], and a poorer school adjustment [30] than boys. In addition, the studies do not comprehensively analyze the differentiating effect of communication with the father and the mother in cybervictims, which could be interesting to determine the role of communication of the two parents separately [31].…”

Section: Literature Reviewmentioning

confidence: 99%

Loneliness, Family Communication, and School Adjustment in a Sample of Cybervictimized Adolescents

Cañas

Estévez

León-Moreno

et al. 2020

IJERPH

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The objective of this study was to compare individual, family, and social variables, such as the perception of loneliness, family communication, and school adjustment in a sample of 2399 Andalusian (Spanish) adolescents aged 12 to 18 (M = 14.63, SD = 1.91) suffering from cybervictimization (low, moderate, and high). The results show that adolescents suffering from high cybervictimization report more loneliness, more problematic communication with both parents, and worse school adjustment than the rest of the groups. Regarding gender, differences are observed in open communication with the mother and in the dimensions of school adjustment, being more favorable for girls. However, there were no significant differences between girls and boys in the loneliness variable. The interaction effects indicate, on the one hand, that female severe cybervictims present more avoidant communication with the mother than the other groups, and, on the other hand, that male cybervictims of all three groups and female severe cybervictims have lower academic competence than the group of female low cybervictims, followed by female moderate cybervictims. These data support the idea that, depending on its intensity and duration, cybervictimization affects girls and boys differently in terms of individual, family, and social variables.

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Section: Literature Reviewmentioning

confidence: 99%

Loneliness, Family Communication, and School Adjustment in a Sample of Cybervictimized Adolescents

Cañas

Estévez

León-Moreno

et al. 2020

IJERPH

View full text Add to dashboard Cite

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“…These components are not independent. Where there are declines in emotional well-being, there are also declines in peer relationship quality, and academic performance, though causality has yet to be established (e.g., Woodward and Fergusson, 2000; Reijntjes et al, 2010; Mundy et al, 2017; Rahman et al, 2018). Although many students adapt with relatively few issues, others find the transition impacts one, two, or all of these domains.…”

Section: Introductionmentioning

confidence: 99%

A Review of the Academic and Psychological Impact of the Transition to Secondary Education

2018

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The transition from primary to secondary education is one of the most stressful events in a young person’s life (Zeedyk et al., 2003) and can have a negative impact on psychological well-being and academic achievement. One explanation for these negative impacts is that the transition coincides with early adolescence, a period during which certain psychological disorders (i.e., anxiety disorders) become more salient (Kessler et al., 2005) and marked social, biological, and psychological development occurs (Anderson et al., 2000). This review evaluates the existing literature on the psychological and academic impacts of the transition to secondary education on young adolescents. We examine the factors that plausibly increase or mitigate the risk of developing mental health issues and/or a decline in academic performance during the transition to secondary education. We also review the interplay between psychological health and academic achievement across and beyond the transition. We conclude with a summary of what schools and parents can learn from these findings to support children in a successful transition into secondary education.

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“…Bullying in school not only affects students' physical, emotional and psychosocial lives, it is also found to affect their academic achievements and their classwork directly. Theoretical and empirical literature has been supported the direct association between bullying and student' academic achievements [5,[19][20][21][22][23]. A study among secondary level students shows that traditional as well as cyberbullying has a significant negative impact on students' academic performance when controlling the socioeconomic status of the student [24].…”

Section: School Bullying and Academic Achievementmentioning

confidence: 99%

Bullying in School

Al-Ali¹,

Shattnawi²

2018

Health and Academic Achievement

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Bullying in school is a significant problem worldwide and is one of the most common antisocial behaviors among adolescents and children. Despite implementing anti-bullying prevention programs in almost every school within the United States, Europe, and some initiatives in low-income countries, yet bullying is more pervasive problems in schools than any other problems. This chapter provides a review of research and evidence on school bullying: understanding the definition of bullying in school, and the size of the problem, the consequences of bullying, academic correlations, who is at risk, students' perceptions of bullying and the evidence school-based programs to reduce and prevent bullying.

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Peer Victimization and Academic Performance in Primary School Children

Cited by 44 publications

References 33 publications

Loneliness, Family Communication, and School Adjustment in a Sample of Cybervictimized Adolescents

Loneliness, Family Communication, and School Adjustment in a Sample of Cybervictimized Adolescents

A Review of the Academic and Psychological Impact of the Transition to Secondary Education

Bullying in School

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