ERIC Number: EJ731930
Record Type: Journal
Publication Date: 2004
Pages: 21
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0022-4405
EISSN: N/A
Direct and Relational Bullying among Primary School Children and Academic Achievement
Woods, Sarah; Wolke, Dieter
Journal of School Psychology, v42 n2 p135-155 Mar-Apr 2004
The association between bullying behaviour and academic achievement was investigated in 1016 children from primary schools (6-7-year-olds/year 2: 480; 8-9-year-olds/year 4: 536). Children were individually interviewed about their bullying experiences using a standard interview. Key Stage I National Curriculum results (assessed at the end of year 2) were collected from class teachers, and parents completed a behaviour and health questionnaire. Results revealed no relationship between direct bullying behaviour and decrements in academic achievement. Conversely, higher academic achievement at year 2 predicted bullying others relationally (e.g. social exclusion at year 4). Relational victimisation, Special Educational Needs (SEN), being a pupil from a rural school or small classes and low socioeconomic status (SES) predicted low academic achievement for year 2 children. Findings discount the theory that underachievement and frustration at school leads to direct, physical bullying behaviour.
Descriptors: Bullying, Academic Achievement, Elementary School Students, Victims of Crime, Interviews, Questionnaires, Prosocial Behavior, Hyperactivity, Peer Acceptance, Student Adjustment, Special Needs Students
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A