RT Article
T1 Bullying at School and Students’ Learning Outcomes: International Perspective and Gender Analysis
JF Journal of interpersonal violence
VO 39
IS 11/12
SP 2733
OP 2760
A1 Giménez, Gregorio
A2 Mediavilla, Mauro
A2 Giuliodori, David
A2 Rusteholz, Gisela Carolina
LA English
YR 2024
UL https://krimdok.uni-tuebingen.de/Record/188796178X
AB The present study empirically investigates how school-based bullying victimization affects students’ learning outcomes, taking into consideration international and gender perspectives. The main objective of the present research is to provide a better understanding of the consequences of bullying victimization in the learning process of adolescents. We estimate a statistical function that empirically establishes the relationship between the students’ outcomes in mathematics, reading, and science (output) and a wide set of explanatory variables (educational factors), one of which is that of being bullied. The present study uses a large sample of 612,004 students between 15 and 16 years old, attending 21,903 schools in 79 countries. The data come from the 2018 round of the Programme for International Student Assessment. The results indicate that bullying victimization is associated with decreases in academic achievement in mathematics, reading, and science. In addition, no relevant differences by gender are observed in reading and science but, other factors being equal, bullied males score less than bullied females in mathematics.
K1 Adolescents
K1 Gender
K1 School
K1 learning outcomes
K1 Bullying
DO 10.1177/08862605231222457