Indirect effects of bullying on school mathematics achievement in Chile

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dc.contributor.authorCarrasco Ogaz, Diego
dc.contributor.authorBanerjee, Robin
dc.contributor.authorLópez Hornickel, Natalia Verónica
dc.contributor.authorTreviño Villarreal, Juan Ernesto
dc.date.accessioned2022-11-03T20:00:46Z
dc.date.available2022-11-03T20:00:46Z
dc.date.issued2022
dc.date.updated2022-06-22T16:59:00Z
dc.description.abstractStudents who experience bullying at school present different negative outcomes, including lower academic achievement. However, the process by which bullying is connected to academic achievement is not clear. Using the Trends in International Mathematics and Science Study (TIMSS) dataset from Chilean schools in 2011, we sought to estimate the indirect effects of bullying on mathematics achievement via two key socio-motivational factors, namely school belonging and students’ engagement. Results of our multilevel latent covariate analyses showed that schools’ bullying rates were predictive of school differences in mathematics achievement, but these effects were explained by broader characteristics of the school environment such as perceived levels of safety and discipline. Crucially, the hypothesized indirect pathway was evident at the within-school level, showing that individual experiences of bullying are related to a poorer sense of belonging with the school as a whole, as well as poorer classroom engagement.
dc.description.funderProgramme of Advance Human Capital, National Commission of Scientific and Technological Research of Chile (CONICYT) PAI/INDUSTRIA 72111272 granted to the corresponding author; and partly funded by the Ministerio de Educación, Gobierno de Chile and Comisión Nacional de Investigación Científica y Tecnológica CONICYT (PIA 160007), Centro de Estudios Avanzados (CJE)
dc.fuente.origenSIPA
dc.identifier.doi10.1016/j.stueduc.2022.101172
dc.identifier.urihttps://www.sciencedirect.com/science/article/abs/pii/S0191491X22000499
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/65340
dc.identifier.wosidWOS:000804641500004
dc.information.autorucEscuela de psicología ; Carrasco Ogaz, Diego ; 0000-0002-1195-6206 ; 133361
dc.information.autorucInstituto de sociología ; López Hornickel, Natalia Verónica ; 0000-0001-8995-5273 ; 206881
dc.information.autorucFacultad de educación ; Treviño Villarreal, Juan Ernesto ; 0000-0001-6510-1302 ; 1031902
dc.language.isoen
dc.nota.accesoContenido parcial
dc.pagina.final10
dc.pagina.inicio1
dc.revistaStudies in Educational Evaluation
dc.rightsacceso restringido
dc.subjectBullying
dc.subjectBelonging
dc.subjectEngagement
dc.subjectAchievement
dc.subjectMultilevel
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleIndirect effects of bullying on school mathematics achievement in Chile
dc.typeartículo
dc.volumen74
sipa.codpersvinculados133361
sipa.codpersvinculados206881
sipa.codpersvinculados1031902
sipa.indexWOS-ISI
sipa.indexScopus
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