The relation of school achievement with self-esteem and bullying in Chilean children

Abstract

Self-esteem and bullying and academic achievement measures are related in Western countries. However, evidence from other culture spaces is extremely sparse. To fill this gap, here, we analyze a wide range of relevant measures from 8,381 8- to 12-year-old Latin American children enrolled in the Early Childhood Longitudinal Survey in Chile. We considered the relationship of math achievement, receptive vocabulary, Grade Point Average (GPA), self-esteem and bullying. We found positive relationships between most achievement measures, and a negative relationship between self-esteem and bullying. Unlike the international literature, we found a stronger relationship between self-esteem and GPA, and a weaker relationship between bullying and GPA. Findings suggest that children’s learning and their experiences at school are connected. Results provide useful information for stakeholders.

Ordinal rank and the structure of ability peer effects

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Developing self-esteem-based curriculum as a foundation for sustainable education: A systematic literature review and bibliometric analysis

“…Self-esteem is not formed solely from innate factors but is also influenced by the environment or systems outside the self. The contemporary view of seeing self-esteem is contributed by social constructs around the individual (Álvarez and Szücs, 2022). Believing that self-esteem is an important part of the existence of an individual figure in the school, the school must take a role to be able to increase self-esteem in school.…”

Understanding School Anxiety in Italian Adolescence through an Artificial Neural Network: Influence of Social Skills and Coping Strategies

“…Social skills are fundamental for the psychosocial development and academic success of students [31,32]. They are related to higher self-esteem, better interpersonal relationships, lower incidence of problem behaviors, and better academic performance [33,34]. These skills are essential for successful adaptation in social situations and may include a variety of behaviors, such as cooperation, assertiveness, empathy, and communication skills, as well as catering to the diversity of the student body [35,36].…”