Article2010

Do School Bullying and Student—Teacher Relationships Matter for Academic Achievement? A Multilevel Analysis

Chiaki Konishi · Shelley Claire Hymel · Bruno D. Zumbo · Zhen Li

239 citations0/0 files storedCanadian Journal of School Psychology

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Bullying, Victimization, and Aggression School Choice and Performance Educational Environments and Student Outcomes

Abstract

In extending our understanding of how the social climate of schools can affect academic outcomes, this study examined the relationship between school bullying, student— teacher (S-T) connectedness, and academic performance. Using data collected in Canada as part of a larger international study conducted by the Organisation for Economic Co-operation and Development, participants included 27,217 students aged 15 years and 1,087 school principals. Results of multilevel analyses revealed that math achievement was negatively related to school bullying and positively related to S-T connectedness. For boys, there was a significant interaction between bullying and S-T connectedness, suggesting a buffering effect of S-T connectedness on the relationship between school bullying and math achievement. Similar results were evident for reading achievement.

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References

2001Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade 2000Students' Need for Belonging in the School Community 1993The psychological sense of school membership among adolescents: Scale development and educational correlates 1998Social relationships and motivation in middle school: The role of parents, teachers, and peers.1996Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging.1997Student motivation in middle school: The role of perceived pedagogical caring.1995Dropping Out of Middle School: A Multilevel Analysis of Students and Schools 2003Research on School Bullying and Victimization: What Have We Learned and Where Do We Go From Here?

Cited by

2019Antecedents and Consequences of Teachers’ Emotional Labor: a Systematic Review and Meta-analytic Investigation 2013Violence, bullying and academic achievement: A study of 15-year-old adolescents and their school environment 2015PROSPER: A New Framework for Positive Education 2015Profiles of classroom behavior in high schools: Associations with teacher behavior management strategies and classroom composition

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