The Antisocial Personality: A Review

Hughes

Lupart

2008

Educational Research

Background: Bullying occurs largely at school. Given that the primary purpose of schools is to enhance student learning, it is important to examine the relationship between bullying and academic achievement. Purpose: A model of childhood bullying and school achievement using several family and school characteristics was developed. Sample: The sample consisted of children age 10-11 years (n ¼ 2084) drawn from the Canadian National Longitudinal Survey of Children and Youth, which is a stratified random sample of 22,831 households in Canada. Design and methods: From scale and factor analyses, several factors were created and included in a latent variable path model. Results: The model fit the data well (Comparative Fit Index ¼ 0.96), and the model converged in six iterations, w 2 (32) ¼ 300.00, p 5 0.001 with a standardised residual error of 0.05. These results indicate that children who are bullied at school are likely to obtain low levels of achievement, particularly if they show little conscientiousness and enjoyment of school, and if their parents provide little support for their children's education. Conclusions:The results are discussed according to Eccles's Expectancy-Value Theory.

Section: Bullyingmentioning

confidence: 99%

A model of achievement and bullying: analyses of the Canadian National Longitudinal Survey of Children and Youth data

Hughes

Lupart

2008

Educational Research

“…Research has shown that any form of off-line harassment has a wide range of detrimental effects on children (Hawker & Boulton, 2000). Academic difficulties include impaired concentration, reduced school marks, and absenteeism (Beran & Lupart, 2009; Reid, 1985; Spriggs, Iannotti, Nansel, & Haynie, 2007; Ybarra, Mitchell, Finkelhor, & Wolak, 2007). Mental health injury may include anxiety, depression, and loneliness (Brunstein, Marrocco, Kleinman, Schonfeld, & Gould, 2007).…”

mentioning

confidence: 99%

Evidence for the need to support adolescents dealing with harassment and cyber-harassment: Prevalence, progression, and impact

School Psychology International

Rinaldi

Bickham

et al. 2012

102

The aim of this study was to determine the prevalence of harassment in high school and into university, and the impact of one particular form of harassment: cyber-harassment. Participants were 1,368 students at one US and two Canadian universities (mean age ¼ 21.1 years, 676 female students). They responded on five-point scales to questions about the frequency and impact of harassment. A total of 33.6% of students stated they had been cyber-harassed and 28.4% had been harassed off-line when in high school. Also, 8.6% were cyber-harassed and 6.4% were harassed off-line while in university. Hierarchical logistic regression analyses show that the type of harassment experienced in high school is associated with the type of harassment experienced in university. Various negative outcomes of cyber-harassment were also identified.

“…Absenteeism, perhaps due to fear of continued attacks, has been documented in individuals who are bullied (Greenbaum et al, 1988;Olweus, 1992;Reid, 1985). For example, Fried and Fried (1996) noted that victimized students are more likely to drop out of school than are non-victimized students.…”

mentioning

confidence: 99%

The Relationship Between School Achievement and Peer Harassment in Canadian Adolescents

School Psychology International

Lupart

2009

The relationship between school achievement and peer harassment was examined using individual and peer characteristics as mediating factors. The sample consisted of adolescents age 12-15 years (n = 4,111) drawn from the Canadian National Longitudinal Survey of Children and Youth, which is a stratified random sample of 22,831 households in Canada. When factors related to achievement and harassment were considered simultaneously, disruptive behaviour problems and peer interactions were found to mediate the link between achievement and harassment, χ 2 (32) = 300.00, p < 0.001. These results suggest that adolescents who are harassed by their peers are at risk of experiencing poor school achievement if they exhibit disruptive behaviour problems and poor peer interactions. Implications for school psychologists are presented.