The how's and how often's of school harassment: How do they influence the academic achievement of adolescents over time?

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dc.contributor.authorCanales, Andrea
dc.contributor.authorWebb, Andrew
dc.date.accessioned2025-01-20T16:16:59Z
dc.date.available2025-01-20T16:16:59Z
dc.date.issued2024
dc.description.abstractA vast body of literature shows that school harassment is negatively associated with academic achievement, particularly in elementary and middle schools. Few studies have examined the influence of forms and frequencies of harassment-whether relational, verbal, cyber, or physical-on academic performance in high schools. We investigate how the how's and when's of harassment are associated with the academic achievement of adolescents over time in Chile, using standardized test scores of a sample of schoolchildren (n = 80,117) and fixed effect models. We find that being physically bullied and cyberbullied are linked to poor academic performance, whereas verbal and social abuse are not. These results underline the significance of working with disaggregated measures of harassment in school interventions at different stages.
dc.description.funderANID-FONDECYT REGULAR
dc.fuente.origenWOS
dc.identifier.doi10.1016/j.stueduc.2024.101358
dc.identifier.issn0191-491X
dc.identifier.urihttps://doi.org/10.1016/j.stueduc.2024.101358
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/90574
dc.identifier.wosidWOS:001231767600001
dc.language.isoen
dc.revistaStudies in educational evaluation
dc.rightsacceso restringido
dc.subjectSchool harassment
dc.subjectTest scores
dc.subjectLongitudinal
dc.subjectChile
dc.subject.ods03 Good Health and Well-being
dc.subject.odspa03 Salud y bienestar
dc.titleThe how's and how often's of school harassment: How do they influence the academic achievement of adolescents over time?
dc.typeartículo
dc.volumen82
sipa.indexWOS
sipa.trazabilidadWOS;2025-01-12
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